From Crisi to Confidence: An Intro intro Replication Crisis and Open Science
Interactive Learning Session on the Replication Crisis
Developed in a group project for the Instructional Design II course in the Master's program Educational Technology, this learning unit introduces learners to the replication crisis in empirical research using Articulate Storyline 360. The unit explores why the replicability of scientific findings is crucial for the relevance and generalizability of results (Open Science Collaboration, 2015), and emphasizes how research decisions impact outcome quality (Diener & Biswas-Diener, 2023).
Grounded in Gagné’s Nine Events of Instruction (Gagné, 1985; Gagné et al., 1992), the design supports internal learning processes through structured knowledge presentation, guided practice, and feedback. The model also integrates Goal-Based Scenarios (Schank, 1994) to create an engaging, interactive environment. The learning experience helps learners recognize questionable research practices and understand how transparency and replicability can be applied in their own academic work. Designed for both novice and experienced researchers, the unit is accessible and adaptable to different levels of prior knowledge, ensuring effective knowledge transfer and engagement.
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Diener, E. & Biswas-Diener, R. (2023). The replication crisis in psychology. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers. http://noba.to/q4cvydeh
Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed). Holt, Rinehart and Winston.
Gagné, R. M., & Driscoll, M. P. (1988). Essentials of learning for instruction (2nd ed). Prentice Hall.
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed). Harcourt Brace Jovanovich College Publishers.
Open Science Collaboration (2015). Estimating the reproducibility of psychological science. Science, 349.
Schank, R. C. (1994). Goal-Based Scenarios: A Radical Look at Education. Journal of the Learning Sciences, 3(4), 429–453. https://doi.org/10.1207/s15327809jls0304_5
