ABSTRACT
Design research can be considered a method for generation, dynamic progression and investigation of complex constructs in education. According to Kelly (2009), this method is best employed when little direct, usable theory exists and when pragmatic, research and theoretical perspectives can be combined to generate and test a new approach to a complex problem in education. Operationalizing and embedding theories of learning in a technology-based system or intervention allow for testing of that system to determine if any improvement in identified behavioral, learning or affective targets happens (Walker, 2006). Improvement in one outcome may facilitate improvement in another when dealing with complex educational problems.
