The Design and Implementation of an Educational Multimedia Mathematics Software: Using ADDIE to Guide Instructional System Design

In recent years, the teaching and learning of mathematics through computer-based education applications has grown. In the primary classroom, which in Australia covers Years 1 to 6 (children aged 6 to 11), there are many opportunities for computer-based technology to be used to enhance the teaching of curriculum areas such as English and Mathematics (Lim & Oakley, 2013). However, many studies and computer-based applications that are currently used in Australia originate from the USA and, in recent years, from other countries such as the UK and India (Eng, 2005; Moradmand, Datta, & Oakley, 2013; Yelland, Australia. Dept. of Education, & Affairs, 2001). Subsequently, educational software packages are mainly based on the curricula and preferred pedagogies of these countries. Furthermore, it has been pointed out that there is often a disconnection between theory for designing educational applications and theory relating to the application of technology in classrooms (Offer & Bos, 2009), as well as a lack of alignment between technology, curriculum and pedagogy (Mumtaz, 2000; Robin, 2008; Yelland, Australia. Dept. of Education, & Affairs, 2001). Thus, in many cases, sourcing computer-based technology and applications to facilitate learning in a manner that is pedagogically acceptable to teachers has become an area of challenge for Australian schools. The purpose of the study reported here was to bridge this disconnection (between theory for designing Abstract. Disconnection between theory for designing educational applications and theory relating to the application of technology in classrooms, as well as a lack of alignment between technology, curriculum and pedagogy, have been highlighted as main issues that can hamper the quality and relevance of existing computer-based educational applications. The study reported in this paper addressed this disconnection and lack of alignment through the development of a strong educational framework and use of an appropriate instructional system design (ISD). The components of the framework are described in this article, followed by a discussion of the process of applying the defined instructional design principles to the creation of the My Maths Story project’s interactive multimedia mathematics software. The entire implementation and evaluation process of the multimedia instructional materials, which targeted the teaching and learning of mathematics in the lower primary classrooms, is also presented.