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Integrative Analysis of ADDIE, ARCS, and ASSURE: Toward a Hybrid Framework for Technology-Enhanced Instructional Design

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Title: Integrative Analysis of ADDIE, ARCS, and ASSURE: Toward a Hybrid Framework for Technology-Enhanced Instructional Design
Language: English
Authors: Gilbert Kalonde, Samuel Boateng, Claudia Duedu
Source: Journal of Education and Learning. 2026 15(2):11-21.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Higher Education
Postsecondary Education
Descriptors: Instructional Design, Technology Uses in Education, Educational Technology, Technology Integration, Models, Elementary Secondary Education, Higher Education, Professional Development
ISSN: 1927-5250
1927-5269
Abstract: Through the perspective of technology integration, this research addresses the limited cross-model analysis that exists in the field of educational technology scholarship. The paper does so by methodically reviewing and comparing three notable instructional design models: ADDIE, ARCS, and ASSURE. In this review, a structured thematic synthesis is utilized to evaluate the affordances, limitations, and adaptability of each model for technology-enhanced learning in K-12, higher education, and professional development contexts. The review draws on studies that have been peer-reviewed and published between the years 2010 and 2024. These studies were retrieved from Web of Science, ERIC, and Google Scholar. According to the findings of the analysis, ADDIE provides comprehensive structural planning and iterative evaluation, but it requires a significant amount of time and resources. ARCS excels in maintaining learner motivation, but it does not have explicit sequencing for technology-rich curricula. ASSURE offers clear, technology-oriented procedural guidance, but it faces challenges in terms of scalability in settings with limited resources. For the purpose of strengthening both the theoretical and practical ability for equitable and scalable technology adoption, the research presents a hybrid framework that blends ADDIE's systematic design, ARCS's motivating methods, and ASSURE's media integration processes. It offers implications that can be put into practice for the development of curricula, the preparation of teachers, and policy interventions that are aimed at fostering education that is both inclusive and enabled by technology.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507278
Database: ERIC
FullText Text:
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  Data: Integrative Analysis of ADDIE, ARCS, and ASSURE: Toward a Hybrid Framework for Technology-Enhanced Instructional Design
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  Data: <searchLink fieldCode="AR" term="%22Gilbert+Kalonde%22">Gilbert Kalonde</searchLink><br /><searchLink fieldCode="AR" term="%22Samuel+Boateng%22">Samuel Boateng</searchLink><br /><searchLink fieldCode="AR" term="%22Claudia+Duedu%22">Claudia Duedu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning%22"><i>Journal of Education and Learning</i></searchLink>. 2026 15(2):11-21.
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
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  Data: Journal Articles<br />Information Analyses
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  Data: Through the perspective of technology integration, this research addresses the limited cross-model analysis that exists in the field of educational technology scholarship. The paper does so by methodically reviewing and comparing three notable instructional design models: ADDIE, ARCS, and ASSURE. In this review, a structured thematic synthesis is utilized to evaluate the affordances, limitations, and adaptability of each model for technology-enhanced learning in K-12, higher education, and professional development contexts. The review draws on studies that have been peer-reviewed and published between the years 2010 and 2024. These studies were retrieved from Web of Science, ERIC, and Google Scholar. According to the findings of the analysis, ADDIE provides comprehensive structural planning and iterative evaluation, but it requires a significant amount of time and resources. ARCS excels in maintaining learner motivation, but it does not have explicit sequencing for technology-rich curricula. ASSURE offers clear, technology-oriented procedural guidance, but it faces challenges in terms of scalability in settings with limited resources. For the purpose of strengthening both the theoretical and practical ability for equitable and scalable technology adoption, the research presents a hybrid framework that blends ADDIE's systematic design, ARCS's motivating methods, and ASSURE's media integration processes. It offers implications that can be put into practice for the development of curricula, the preparation of teachers, and policy interventions that are aimed at fostering education that is both inclusive and enabled by technology.
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      – Text: English
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      – SubjectFull: Educational Technology
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Higher Education
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      – SubjectFull: Professional Development
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