Linganisha mbinu

	Muundo wa Mbinu Mchanganyiko wa Mlolongo wa Kueleza Uliojengwa kwa Usanifu	Utafiti unaozingatia Ubunifu
Nyanja	Muundo wa Utafiti	Mbinu za Uwandani
Familia	Process / pipeline	Process / pipeline
Mwaka wa asili	2000s–2010s (synthesis of explanatory sequential and design-based research traditions)	1992
Mwanzilishi	Creswell & Plano Clark (explanatory sequential); Brown, Collins & Duguid, and Reeves (design-based research)	Ann L. Brown and Allan Collins (independently, 1992)
Aina	Mixed methods research design	Interventionist qualitative-quantitative mixed methodology
Chanzo asilia	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.
Majina mbadala	DBR explanatory sequential design, design-based explanatory mixed methods, design research explanatory sequential, DBEMM explanatory sequential	DBR, design research, design experiment, educational design research
Zinazohusiana	6	6
Muhtasari	This design embeds an explanatory sequential mixed methods structure — quantitative data collection followed by qualitative follow-up — within iterative design-based research (DBR) cycles. The quantitative phase establishes what is happening with a designed intervention or learning environment; the qualitative follow-up explains why. Results then feed directly back into redesign, making the method especially powerful in educational and instructional technology research where both statistical patterns and contextual understanding are needed to refine innovations.	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.