The Architecture of Engagement: A Theory-Driven Design and Development Study of Comic-Enhanced Geometry Instruction
Document Type
Paper presentation
School Name
DLSU-SHS
School Code
N/A
Abstract / Executive Summary
The persistent representation dilemma in geometry—the cognitive divide between visual intuition and abstract formal reasoning—necessitates innovation in instructional design. This study employed a Design and Development Research approach
to create The Grand Quest: Mastering the Language of Geometry, a theory-driven, comic- enhanced instructional module for Grade 9 students. Guided by the Analysis, Design, and
Development phases of the ADDIE model, the study systematically translated learner diagnostic data and preference survey findings into structured design decisions. Diagnostic results revealed substantial conceptual gaps in foundational postulates and angle relationships, while students expressed a strong preference for narrative-driven, visually immersive learning materials. These findings informed a scaffolded quest-based architecture integrating 60–70% comic-based visual narratives with 30–40% formal mathematical reinforcement and structured summaries. Grounded in multimedia learning, dual coding, and constructivist principles, the module demonstrates how empirical learner data can be operationalized within a rigorous instructional design framework. The study contributes a replicable model for visually mediated, learner-centered mathematics instruction that advances inclusive, equitable, and context-responsive secondary education practices.
Keywords:
design and development research; ADDIE model; comic-enhanced instruction; geometry education; multimedia learning
The Architecture of Engagement: A Theory-Driven Design and Development Study of Comic-Enhanced Geometry Instruction
The persistent representation dilemma in geometry—the cognitive divide between visual intuition and abstract formal reasoning—necessitates innovation in instructional design. This study employed a Design and Development Research approach
to create The Grand Quest: Mastering the Language of Geometry, a theory-driven, comic- enhanced instructional module for Grade 9 students. Guided by the Analysis, Design, and
Development phases of the ADDIE model, the study systematically translated learner diagnostic data and preference survey findings into structured design decisions. Diagnostic results revealed substantial conceptual gaps in foundational postulates and angle relationships, while students expressed a strong preference for narrative-driven, visually immersive learning materials. These findings informed a scaffolded quest-based architecture integrating 60–70% comic-based visual narratives with 30–40% formal mathematical reinforcement and structured summaries. Grounded in multimedia learning, dual coding, and constructivist principles, the module demonstrates how empirical learner data can be operationalized within a rigorous instructional design framework. The study contributes a replicable model for visually mediated, learner-centered mathematics instruction that advances inclusive, equitable, and context-responsive secondary education practices.
