Design research from a technology perspective

By Thomas C. Reeves. 2006

890 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a9b09efb7127676ae33e944e26f0da7a59673208

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

An introduction to educational design research (2013, methodology): “It is in this context that Reeves (2006) cites Lee Cronbach one of the most influential researchers of the 20th century: “When we give proper weight to local conditions, any generalization is a working hypothesis, not a conclusion.””
Systematic Review of Design-Based Research Progress (2013, methodology): “…theoretical understanding, we provide here the Google Scholar citation analysis of one chapter from each of these books derived by the Publish MARCH 2013 99 or Perish system used by Anderson and Shattuck: van den Akker (1999) was cited 289 times, Reeves (2006) 117 times, and Kali (2008) 20 times.”
Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda (2008, background): “Reeves (2006) outlines three cornerstone principles of this research framework: " … addressing complex problems in real contexts in collaboration with practitioners; integrating known and hypothetical design principles with technological advances to render plausible solutions to these complex…”
Establishing the critical elements that determine authentic assessment (2014, methodology): “The study employed a design-based research approach (Reeves 2006; McKenney and Reeves 2012) over four phases, each of which had a separate but iterative intent.”
Gameplay Engagement and Learning in Game-Based Learning (2015, background): “Moreover, GBL initiatives and research require long-term collaboration protocols involving researchers and practitioners (Reeves, 2006), with significant emphasis placed on the input of practitioners and researchers (Herrington, McKenney, Reeves, & Oliver, 2008).”