Сравнение на методи

	Количествен дизайн с приоритет на смесени методи, базиран на проектиране	Дизайн-базирано изследване (Образователен дизайнерски експеримент)
Област	Дизайн на изследването	Полеви методи
Семейство	Process / pipeline	Process / pipeline
Година на възникване	2000s–2010s (emerging with DBR maturation and mixed methods codification)	1992
Създател	Synthesized from Design-Based Research (Ann Brown, Allan Collins) and Mixed Methods frameworks (Creswell, Plano Clark)	Ann L. Brown and Allan Collins (independently, 1992)
Тип	Mixed methods research design	Interventionist qualitative-quantitative mixed methodology
Основополагащ източник	Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). SAGE Publications. ISBN: 978-1483344379	Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
Други названия	QUANT-priority DBR, quantitative-dominant design-based mixed methods, design-based QUAN mixed methods, DBR quantitative-priority	DBR, design research, design experiment, educational design research
Свързани	2	6
Резюме	Design-based quantitative-priority mixed methods research integrates a design-based research (DBR) framework — which involves iterative cycles of design, implementation, and refinement in naturalistic settings — with a mixed methods approach where quantitative data collection and analysis carry the primary evidentiary weight. Qualitative data are gathered in a supporting role to illuminate, explain, or refine quantitative findings across iterative design cycles.	Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved.