Purpose

The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training.

Design/methodology/approach

A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process.

Findings

The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial.

Research limitations/implications

This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations.

Practical implications

These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning.

Social implications

This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society.

Originality/value

This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.

中文翻译：

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检查 ADDIE 框架内的技术使用以开展专业培训

目的

本研究的目的是确定在开发专业培训内容时，在 ADDIE 框架的每个阶段中使用了哪些技术策略。该研究还检查了这些技术在培训中的可供性。

设计/方法/途径

PRISMA 系统评价方法（Moher等人，2015 年）用于回答指导本研究的四个问题。具体而言，PRISMA 扩展首选报告项目用于系统评价和协议元分析（PRISMA-P，Moher 等人，2015 年）用于指导研究的每个阶段，从文献综述到结论。此外，系统评价和荟萃分析的首选报告项目（PRISMA 原则；Liberati等人，2009 年）用于指导文章选择过程。

发现

调查结果显示，大多数研究涉及医疗保健 (36%) 和教育 (24%)，并使用在线格式 (65%)。ADDIE 在全球范围内广泛用于技术。在培训解决方案的开发中对技术使用的好处进行编码揭示了四个趋势：1) 可用性，2) 学习方法，3) 学习者体验和 4) 财务。

研究局限性/影响

本系统评价仅检查了以英文发表的文章，这可能会使研究结果偏向西方对 ADDIE 框架内技术使用方式的理解。此外，该研究仅审查了来自学术期刊和会议的同行评审学术文章。虽然这为研究质量提供了高水平的保证，但它不包括直接来自培训提供者和其他组织的其他报告。

实际影响

这些发现可以作为培训提供者、学者、资助者和从业者的跳板，提供对技术在 ADDIE 框架内的使用方式、技术类型以及使用技术的好处的严格洞察。在设计未来的培训解决方案时，可以使用这种洞察力，更好地了解技术如何支持学习。

社会影响

这项研究提供了对技术在培训中的使用的见解。ADDIE 中的许多这些发现和技术使用也可以转移到社会的其他方面。

原创性/价值

这项研究的独特之处在于它为学术界提供了第一个系统审查，以检查在 ADDIE 结构的每个阶段中使用了哪些技术策略，以及这些技术如何为开发培训解决方案带来好处。