Component-based instructional design framework for analyzing ICT-supported writing interventions¶
Research Method · All research methods
Evidence · 4 claims (4 for) · 1 study (1 quant-synthesis),q3· 0 of 1 report an effect size · 4 claims rest on one study
Description¶
The article adopts a component-based instructional design perspective, coding each intervention on four design aspects: Merrill's instructional principles (problem centered, activation, demonstration, application, integration), the instructional activities that operationalize them, the types of feedback, and the types of scaffolding. Each element is additionally coded by delivery agent (teacher, ICT, or both). The article argues that "analyzing ICT-supported writing interventions at a fine-grained, componential level provides clearer insight into how instructional design shapes learning outcomes" than aggregating interventions as a single category.
Accounts¶
- Component-based instructional design framework for analyzing ICT-supported writing interventions: The article adopts a component-based instructional design perspective, coding each intervention on four design aspects: Merrill's instructional principles (problem centered, activation, demonstration, application, integration), the instructional activities that operationalize them, the types of feedback, and the types of scaffolding. Each element is additionally coded by delivery agent (teacher, ICT, or both). The article argues that "analyzing ICT-supported writing interventions at a fine-grained, componential level provides clearer insight into how instructional design shapes learning outcomes" than aggregating interventions as a single category. (López et al. (2026))
Claims¶
- Written presentation of objectives and direct instruction are instructional activities linked to stronger effects of ICT-supported writing interventions [+M]
- Dynamic (adaptive) scaffolding is linked to stronger effects of ICT-supported writing interventions [+M]
- Merrill's instructional design principles and feedback features did not significantly moderate the effects of ICT-supported writing interventions [+M]
- Example-based instructional activities yield larger effects when delivered jointly by ICT and teachers than by teachers alone [+M]
Related Research Methods¶
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Key Sources¶
- López, P., Fidalgo, R., Álvarez-Moreno, C., Díaz-Tejedor, R., van den Bergh, H., & Rijlaarsdam, G. (2026). Compositional Analysis of Writing Instructional Practices Performed with Digital Tools: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10153-4
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
component-based-instructional-design-framework-for-analyzing-ict-supported-writing-interve |
title |
Component-based instructional design framework for analyzing ICT-supported writing interventions |
description |
The article adopts a component-based instructional design perspective, coding each intervention on four design aspects: Merrill's instructional principles (problem centered, activation, demonstration, application, integration), the instructional activities that operationalize them, the types of feed |
status |
review |
generated |
by process:settle-candidates on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
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