Recently, there has been an increase in interest for the integration of insights from the behavioural sciences into the design process. The Persuasive by Design model aims to provide an evidence-based framework by which designers gain access to relevant theoretical insights from the behavioural sciences. This paper examines the use of the model in two case studies that dealt with complex behavioural change situations. In both studies, the model proved to be a valuable aid in determining target behaviours and operationalizing intervention concepts, especially in the early stages of the design process. Some shortcomings of the model also transpired. The model was seen as too complex, and its psychological frame does not prevent designers to overlook possible systemic moderators of behaviour. Implications for further development of tools that give access to model insights are discussed.
Recently, there has been an increase in interest for the integration of insights from the behavioural sciences into the design process. The Persuasive by Design model aims to provide an evidence-based framework by which designers gain access to relevant theoretical insights from the behavioural sciences. This paper examines the use of the model in two case studies that dealt with complex behavioural change situations. In both studies, the model proved to be a valuable aid in determining target behaviours and operationalizing intervention concepts, especially in the early stages of the design process. Some shortcomings of the model also transpired. The model was seen as too complex, and its psychological frame does not prevent designers to overlook possible systemic moderators of behaviour. Implications for further development of tools that give access to model insights are discussed.
Educational design research yields design knowledge, often in the form ofdesign principles or guidelines that provide the rationale or ‘know-why’ for the design of educational interventions. As such, design principles can be utilized by designers in contexts other than the research context in which they were generated. Although research has shown that quality support is important for design success, less is known about processes that promote utilization of design principles as the rationale for instructional design.In this study we therefore explored an intervention for promoting the utilization of a set of research-based design principles in educational practice. This intervention aimed to promote utilization through enhancing perceived usefulness of the design principles by design teams in various contexts. The set of design principles that was utilized by the design teams in this study underpins the design of so-called hybrid learning configurations that aresituated at the interface between school and workplace. The intervention was developed from the perspective of boundary crossing theory and was conducted with four different design teams. It was evaluated by way of a questionnaire and a dialogue with members of the design teams. This boundary crossing intervention appeared to bring about the desiredoutcomes. Most of the design team members considered the set of design principles useful in several different ways and they expected that utilization of the principles would lead to an improved learning configuration.
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