IDT Trends & Issues Investigation
Spring 2026 | Research, Google Workspace, APA, Google Scholar, Library Resources
What is this project?
As a graduate student at the University of Tampa, I conducted this research series for EME 610: Trends and Issues in Instructional Design. The objective was to investigate current challenges within the field and evaluate how emerging technologies address persistent pedagogical issues. I specifically analyzed trends such as Adaptive Gamification and AI Literacy to determine their impact on student engagement and critical thinking. This work resulted in several research summaries and an annotated bibliography focused on developing pragmatic, adaptive learning experiences that prioritize user autonomy. This research serves as the scholarly foundation for the research focus I will pursue later in my graduate program.
How did I prepare?
To prepare for this analysis, I conducted a literature search for peer-reviewed journal articles published in 2025 and 2026. This ensured that the findings reflected the current state of AI and learning analytics. I prioritized sources providing empirical data, such as studies on student agency in Personalized and Adaptive Learning (PAL) and accessibility for neurodivergent adults. I organized this research into an annotated bibliography to vet each source for methodology, bias, and practical application. This process allowed me to ground my understanding in theoretical frameworks like Self-Determination Theory and the Learning Adaptive Domain Agency (LADA) model (Alrawashdeh & Castillo, 2025).
How did I put my plan into action?
I synthesized three distinct research areas to evaluate their potential in an instructional strategy. First, I analyzed the mechanics of a chameleon curriculum, investigating how digital triggers map student behavior to specific learning modalities (Hassan et al., 2021). Next, I examined AI Literacy as a mediating factor for critical thinking to understand how students can move beyond passive chatbot use toward reflective prompting (Badali et al., 2026). Finally, I researched the impact of multimodal design on neurodivergent learners (P.T. et al., 2025). I integrated these data points into a design philosophy centered on intrinsic personalization, where the learner remains an active and informed participant in the adaptive process (Verghis et al., 2025).
What were my results and lessons?
This research series shaped my approach to future projects by highlighting the ethical and pedagogical nuances of automated instruction. A primary lesson I learned is the significance of instructional friction, which is the principle that true growth occurs when learners are challenged rather than simply accommodated by an algorithm (Verghis et al., 2025). I also recognized the necessity of AI Literacy as a foundational skill; without it, technology can inadvertently erode the critical thinking it was meant to support (Badali et al., 2026). Furthermore, my investigation into neuro-inclusive design demonstrated that creating for the most specific accessibility needs results in a more effective experience for the entire audience (P.T. et al., 2025). These insights guide me to prioritize user autonomy and data transparency, ensuring that emerging tools serve as a scaffold for human intelligence rather than a replacement for it.