Research

Our research activities mainly focus on educational sciences, but we also aim to tackle issues related to process control, user experience design, linguistics, formal logic, visual culture and interculturality. Educational science research targets education methodology, instructional design, learning experience design, didactics, methodology, curriculum and course development, coursebook and course material development, dropout rate reduction, increased learner inclusion and the development of immersive learning environments.

Our research principles:

  • Our activities evolve around evidence-based scientific research: we formulate research questions emerging from theoretical or practical problems; set up hypotheses; find the answers through experiments, analyses and tracking, and finally, we dene the validity and limitations of our endings and conclusions (and in the meantime, we also aim to create relevant and valuable digital instructional materials).
  • Besides experimental design, we also focus on the data analysis of in vivo situations, and use the data translated from information to explore patterns, regularities, connections and differences in online learning phenomena.
  • Although we can accept the ‘If you can’t measure it, you can’t improve it’ and the ‘Measure what is measurable, and make measurable what is not so’ principle, we also firmly believe that only those things are worth measuring that were invented, designed, developed and tested beforehand.
  • We know the ‘Not everything important is measurable, and not everything measurable is important’ principle. Ideally, research should rely on its own developments that preferably carry added values for the users and learners as well.
  • The objective of scientific research is never a publication, but its results and findings; thus, publications should be seen as a means of disseminating and communicating these results, and by no means should be the main purpose of research. There are several research results that are not published, but instead, they support the work of their users during the development competition in improving the efficiency of the learning activity.
  • Our research questions and hypotheses might originate either from theory or development practices; we believe that both are equally valuable starting points for further explorations.
  • We aim to carry out exhaustive measurement in all our research activities.
    • We not only analyse the most easily measurable variants at the end of the process, but aim to measure the whole process itself as well, in order to fully comprehend the relations, patterns and phenomena examined.
    • We do not accept the method when conclusions are deduced and applied to the whole process merely based on the measurement of the end results. We believe that in order to be able to fully understand and improve, the measurement of the whole process itself is indispensable, regardless of the complexity and/or difficulty of such an undertaking.
  • Our research activities are primarily defined by the development of e- learning courses and instruction materials as products; we deem it extremely important not only to contemplate on the feasibility of idealistic theories, but to justify the validity and usefulness of development ideas through real life experimental developments. Instead of simply discussing the newest and most hyped topics of e- learning, and releasing theoretical recommendations and ideas on even better solutions, we aim to actually implement our ideas, and understand them through practical testing and analysis.
  • Our research activities shall not be implemented with the purpose of propagating the products of any particular system or company; therefore, we shall not carry out comparative examinations of different frameworks or technologies. We shall not aim to prove the advantages of any chosen technology above the others, because we believe that research problems should always be of general interest and independent of any specific framework or business. Of course, there might be personal preferences – usually based on previous experience or practice -, but our research should always focus on unbiased research questions and scientifically sound answers, instead of simply confirming our prior prejudices by selected data.