The progress of 21st-century skills throughout instructional design projects: a quasi-experimental comparison of rapid prototyping and dick and carey models

Abstract

This study investigates the association between instructional design projects and 21st-Century skills. A causal-comparative design was utilised. The participants were 85 computer education and instructional technology department students who registered for a core instructional design course. The participants are divided into two groups: Rapid prototyping model - RPM (n = 47) and Dick and Carey model - DCM (n = 38). The RPM group were assigned to character education topics and developed e-books; the DCM group were assigned to several college-level topics included and developed digital materials. The DCM group significantly improved their life and career skills compared to the RPM group. The results show that the participants demonstrated an increase in time management skills and a decrease in cooperation process skills in both groups.