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While there is significant existing literature on learner analysis in instructional design and separately in cultural issues in education, these two areas are rarely examined in tandem. This paper aims to bring these two areas together.

This research uses qualitative methods within the context of a case study. A dual role is played by the author as instructor‐researcher in gathering and analyzing the data.

One area of success in the course is that it served to increase the coverage of the area of instructional design in addition to expanding the literature base in this area of study that has only recently begun to receive attention.

One limitation of the course is that while it is designed to provide a blended mix of learning opportunities, the instructional design field is quite large and it is impossible to explore all relevant topics.

A challenge of the course is that socio‐cultural concepts are broad and it is recognized that a single course is not enough to effectively cover all relevant issues. Careful course design is therefore important.

Feedback from this study can serve as a resource for decision making about existing and additional courses, and specific content that could be incorporated into similar courses.

This paper describes an architecture for the usage of Instructional Design (ID) knowledge in intelligent instructional systems. In contrast with other architectures, ontologies are used to represent ID knowledge about both what to teach and how to teach. Moreover, set‐theoretic reasoning is used for the provision of inferential services. In particular, the paper shows how set‐theoretic deductions can be applied (i) to support the modelling of ID knowledge bases, (ii) to retrieve suitable teaching methods from them, and (iii) to detect errors in a training design. The intelligent knowledge management environment CONCEPTOOL is used to demonstrate the benefits of the proposed architecture.

The purpose of this paper is to examine the perceived challenges of attempting to integrate topics related to social and cultural issues into the coursework in graduate programs in Instructional Design and Technology (IDT).

An open‐ended online survey instrument was developed for this study for three reasons. First, the study aimed at investigating what is actually happening in IDT programs in terms of integration of social and cultural issues into coursework. Using an online questionnaire, data were collected from IDT instructors and instructional designers.

Findings of the study indicated that while there is a general agreement and interest in infusing content that addresses socio‐cultural perspectives challenges into courses, the challenges include the existence of a common framework for defining and prioritizing socio‐cultural issues, and difficulties in identifying the most important issues to address, and appropriate instructional approaches to address sensitive topics.

There were some limitations to this study. First, the data were collected primarily through a survey instrument as indicated above. Nonetheless, the qualitative data collected were rich and informative. Second, as noted earlier, a majority of the participants indicated they are based in the USA. Thus, study findings may be more specific to IDT programs in this context. Third, participation in the study was voluntary, hence demographics were not controlled for. However, this opened up opportunities for attaining multiple perspectives from the participants.

A recommendation that this study brings out is that while it is impossible practically to address all potential topics, a starting point may be to identify and address the most pertinent topics, such as those which may cause misunderstanding or reinforce the wrong ideas.

While instructional designers and instructors cannot be expected to be cultural experts in every single context or topic, there are certain content issues, such as authentic activities and design strategies that would warrant further attention. Of course this will vary by content and context and instructors and instructional designers should at least be prepared to recognize these unique issues.

The paper highlights some issues worth discussing: the complexity of directly incorporating socio‐cultural issues into IDT curricula; the broad elusive nature of the knowledge of socio‐cultural issues; and the difficulty in defining socio‐cultural content, including what to teach and how to teach it. These three issues address the role of coursework in professional preparation, and the structure of instructional design courses and curricula.

This study aims to examine the instructional preferences exhibited by students in an Australian and a Zimbabwean setting and how cultural conditioning can reflect in the instructional design choice and the effect on the learning process.

Using graphical and textual presentations of an experiment with three instructional designs and 217 undergraduate students, this study empirically examines student understanding of financial accounting in the two countries. Students’ performance scores and reported mental effort ratings were used to determine the instructional preference.

The findings of this comparative study show that Australian accounting students prefer graph and text designs aligned with a low power distance, (PD) while Zimbabwean students prefer graph and text designs associated with a high PD. Deep-rooted cultural values and modes of thinking need to be considered in the learning processes.

The sample used in this study came from first-year undergraduate students studying introductory accounting at two different universities from two different countries (Australia and Zimbabwe). The results may not be generalisable to other universities, although similar patterns were found to be consistent with students’ cultural orientations. In addition, there may be other factors that motivate students’ learning and affect their performance, and those should therefore be considered.

The results suggest that students learning in different cultural contexts learn better with different instructional formats, requiring educators to consider different formats of instructional material.

This study is the first to offer accounting educators insights on one major dimension of cultural variation, using instructional material designed according to cognitive load theory principles in a cross-cultural context.

Instructional design students’ training may not include game-based learning (GBL). This paper aims to review the literature on GBL to determine the role of the instructional designer who is interested in GBL approaches to enhance learning especially for the novice learner.

The methodology for determining the instructional designers’ roles is based on the comparison of game-based and traditional instructional design and the identification of what is needed to aid instructors and designers in development and evaluation of GBL products.

The literature reveals that GBL shows learning potential. The existence of slim empirical research cannot posit GBL effectiveness in general, within specific disciplines, or with specific learner types. If GBL is to be effectively included in instructional design, the instructional designers, game designers and educational stakeholders need to collaborate to understand and combine optimal design features that meet both game and education objectives and to develop a common nomenclature so that research and its findings can be effectively communicated.

This review identifies specific digital game-based strategies that align with the learning goals sought in instructional design, differences between game and instructional design and steps needed for the instructional designer to bridge gaps in knowledge or practice between educators, researchers, game designers and instructional designers. These identifications may aid all GBL stakeholders in development of future GBL.

This study aims to identify the effect of the Quranic approach on understanding Islamic accounting among accounting students.

This study used an experimental field design with pre- and post-test involving 107 participants. Based on the self-determination theory, this study explores the role of Quranic involvement in Islamic accounting instructional design to improve learning outcomes. This study used a comparative analysis of an independent sample of the approach (Quranic vs technical learning) in instructional design (mathematics vs conventional).

This study proves that Islamic accounting learning outcomes differ between the Quranic and technical learning approaches. The Quranic approach provides better learning outcomes based on post-test scores. This difference is consistent in both conventional and mathematical instructional designs.

First, this study is limited to the alleged role of the Quranic approach in participants' intrinsic motivation. Further studies can explore how and what part of participants' intrinsic motivation is affected by the Quranic approach. Second, this research is limited to the basics of Islamic accounting. Further studies can explore the role of the Quranic approach in understanding Islamic accounting transactions with higher complexity.

This study can be used to develop Islamic accounting instructional designs using a Quranic approach.

This study provides empirical evidence on the Quranic approach's role in improving learning outcomes. This study also fills in the scarcity of research on Islamic accounting teaching.

This study aims to investigate the elements of effective instructional design in an e‐learning environment in selected Malaysian higher learning institutions. In addition, the study also seeks to investigate the e‐learning use behaviour among these e‐learners.

The study used the interview method of data collection to examine the e‐learning systems used at the selected institutions and a questionnaire‐based survey to gather responses from students on their perception of the effectiveness of instructional design elements and their e‐learning use behaviour.

Findings of the study indicate positive perceptions of e‐learning among students in the selected universities. Student involvement and course content are among the most satisfactory factors for instructional design principles as perceived by the students.

Limitations of the study relate to the generalisability of the findings to other user groups. The findings of the study provide insights on the relevance of instructional design elements to an effective e‐learning environment.

The findings should assist instructors and e‐learning implementers in designing course materials that would be more effective for e‐learning at the tertiary level of education.

The research provides some evidence from an e‐learners' perspective on the effectiveness of instructional design for an e‐learning environment in the Malaysian context.

The purpose of this paper is to review cross‐disciplinary research on e‐learning from workplace learning, educational technology, and instructional communication disciplines to identify relevant e‐learning design principles. It aims to use these principles to propose an e‐learning model that can guide the design of instructionally sound, usable, and interactive e‐learning courses and programs for workplace learning.

The paper is a review of empirical and conceptual e‐learning literature from human resource development, workplace learning, educational technology and instructional communication.

The paper presents a current review of e‐learning design research, identifies convergent areas of e‐learning design practices, and proposes a tripartite e‐learning design model. Design principles identified in the literature review include adherence to instructional design principles based on adult learning principles, ensuring human‐technology interface (usability) guidelines, and supporting online immediacy (social presence) attributes.

An expanded view of e‐learning design strategies grounded in a learning sciences perspective and encompassing research on behavioral, cognitive, constructivist and humanistic theories is offered.

The study provides an integrated e‐learning design model that represents main areas of e‐learning research and suggests competencies for e‐trainers.

This project developed and implemented a prototype WWW‐based instructional learning system modeled around a metacognitive research and development framework which mapped cognitive variables, to metacognitive learning strategies for those variables, to metadata for the instructional design of the media. The framework helped delineate learning strategies and related metacognitive attributes of young students acquiring knowledge in advanced science concepts in an Internet/browser‐based environment. The framework also provided a basis for learner‐specific Internet content personalization.

New requirements for the design of interactive systems call for a human‐centred approach. Learner‐centred design has been considered as the equivalent of human (or user) centred design as it applies to the design and development of elearning systems and applications. E‐Learning is gaining momentum and the respective interest in design methods and practices for such systems is continuously increasing. Nevertheless it is not clear how learner‐centred design can be implemented in practice; questions, such as what are the processes included in learner‐centred design, what kind of activities should take place, how can existing human‐centred design methodologies be combined with instructional design methods and techniques, remain unanswered. This paper stresses the need for an effective integration between usability ‐ the ultimate goal for every human‐centred design effort ‐ and instructional design concepts, techniques and practices. It presents a case study where authors’ activities to design a web‐based training curriculum are described. Problems and challenges of applying human‐centred design and instructional design methods and techniques are discussed along with future research dimensions.