Instructional design for tutoring on interactive platforms: creating educational interventions overcoming the digital gap
| dc.contributor.author | Rodríguez Rincón, Yeray | |
| dc.contributor.author | Munárriz Iriarte, Ana | |
| dc.contributor.author | Campión Arrastia, María Jesús | |
| dc.contributor.author | Goicoechea López-Vailo, María Isabel | |
| dc.contributor.department | Estadística, Informática y Matemáticas | es_ES |
| dc.contributor.department | Estatistika, Informatika eta Matematika | eu |
| dc.contributor.department | Institute for Advanced Research in Business and Economics - INARBE | en |
| dc.contributor.funder | Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa | |
| dc.date.accessioned | 2025-07-31T14:18:10Z | |
| dc.date.available | 2025-07-31T14:18:10Z | |
| dc.date.issued | 2025-05-27 | |
| dc.date.updated | 2025-07-31T14:06:34Z | |
| dc.description.abstract | This article proposes an instructional model based on psycho-pedagogical theories to serve as a basic structural unit for the creation of educational reinforcement platforms aimed at strengthening quantitative competences with which students enroll mathematics and statistics subjects (or other subjects that draw on this knowledge) at university. Although there are Intelligent Tutoring Systems (ITS) that are beneficial for students, the difficulty of manipulation and programming, together with their high economic cost when lacking programming skills, have prevented a widespread use of this type of interventions. Following the first steps of the ADDIE model, this article develops an instructional model that can be easily replicated by instructors lacking in programming and digital skills, designed to be applied in free and easy-to-handle interactive tutoring platforms, such as Genially.com or Canva, among others. The main foundations on which the pedagogical guideline is based are extracted through an extensive review of academic literature on psycho-pedagogical theories such as scaffolding, effective learning, metacognition, educational reinforcement, or feedback. Through it, students will be able to strengthen their quantitative conceptual foundations and reflect on their own learning process. | en |
| dc.description.sponsorship | Open Access funding provided by Universidad Publica de Navarra. Not applicable. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.citation | Rodríguez Rincón, Y., Munárriz, A., Campión Arrastia, M. J., Goicoechea López-Vailo, M. I. (2025) Instructional design for tutoring on interactive platforms: creating educational interventions overcoming the digital gap. Educational Technology Research and Development, 1-19. https://doi.org/10.1007/s11423-025-10516-8. | |
| dc.identifier.doi | 10.1007/s11423-025-10516-8 | |
| dc.identifier.issn | 1042-1629 | |
| dc.identifier.uri | https://academica-e.unavarra.es/handle/2454/54563 | |
| dc.language.iso | eng | |
| dc.publisher | Springer | |
| dc.relation.ispartof | Educational Technology Research and Development (2025), 1-19. | |
| dc.relation.publisherversion | https://doi.org/10.1007/s11423-025-10516-8 | |
| dc.rights | © The Author(s) 2025. This article is licensed under a Creative Commons Attribution 4.0 International License. | |
| dc.rights.accessRights | info:eu-repo/semantics/openAccess | |
| dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | Tutoring | en |
| dc.subject | Quantitative skills | en |
| dc.subject | Instructional design | en |
| dc.subject | Scaffolding | en |
| dc.subject | Interactive platform | en |
| dc.title | Instructional design for tutoring on interactive platforms: creating educational interventions overcoming the digital gap | en |
| dc.type | info:eu-repo/semantics/article | |
| dc.type.version | info:eu-repo/semantics/publishedVersion | |
| dspace.entity.type | Publication | |
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