The design framework highlights four essential aspects-content, pedagogy, practice, and technology-that should be considered when developing educational technologies to ensure their educational benefits, feasibility, and successful real-world utilisation and adoption. Informed by the literature and direct experiences of working in collaboration with teachers and various disciplines during this iterative study, a design framework for developing real-world educational technologies and guidelines for conducting EDR are proposed. This paper focuses on the theoretical contributions, particularly the design framework and design methodological knowledge, of a 6-year EDR enquiry that aimed to develop educational technologies that promote primary school mathematics learning and classroom practice. Therefore, there is a need for disseminating research that pays more attention to the theoretical contributions of EDR so that those outside a particular EDR project can benefit. Most EDR researchers tend to focus on reporting their research contributions to educational practice. Specifically, whilst they had average confidence using technology to teach simple concepts, they lacked confidence in using technology to teach complex concepts and adequately assess their students.Įducational design research (EDR) seeks to contribute to both practice and theory by developing solutions that improve educational practice and generating usable and generalisable knowledge. However, they lacked confidence in implementing technology in their pedagogical practices. The results revealed VET educators had a high level of confidence in their understanding of technology and their ability to learn about technology. For the first loop of the project, 23 educators answered 11 quantitative questions based on the Technology Acceptance Model (TAM) targeting their perception of the usefulness of technology and its ease-of-use in delivering their units, with qualitative evidence gathered in the form of field notes by researchers as participant observers.

The study was designed as an action research project with a combination of quantitative and qualitative questions delivered via survey at the conclusion of the workshop. A significant amount of time in the workshops was spent mapping VET pedagogy and technology using the ‘pedagogy before technology’ approach. VET Teachers were offered a one-day ‘bootcamp’ style workshop where they were introduced to innovative technology for the classroom. This project investigated VET educators' perspectives of the usefulness and ease-of-use of technology in their units, including the difficulties they had implementing technology. The developed intervention was tested with students and refined through a repeat of the process, showing that a DBR process, supported by a model that puts ‘pedagogy before technology’, can produce over several iterations a much-improved simulation that results in a simulation that satisfies student pedagogical needs. This combined model is used to analyse a classroom learning problem in paramedic health sciences with respect to student evidence, assisting the educational designer to identify a solution, and subsequently develop a technology-based mixed reality simulation via a mobile phone application and three-dimensional (3D) printed tools to provide an analogue approximation for an on-campus simulation experience. This paper describes the use of a design-based research (DBR) methodology, combined with a new model for putting ‘pedagogy before technology’ when approaching these types of education problems, to develop a mixed reality education solution. However, this approach to simulation becomes difficult when students are studying at a distance, leading to the need to develop simulations that suit this pedagogical problem and the logistics of this intervention method. In health sciences education, there is growing evidence that simulation improves learners’ safety, competence, and skills, especially when compared to traditional didactic methods or no simulation training.

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