The four-component instructional design model (4C/ID) has been increasingly used in face-to-face and online learning environments. We present a meta-analysis on the use and effect of educational programs developed with the 4C/ID model on performance, after more than 20 years of its application and research in different academic areas and technical training. We performed the meta-analysis through the combination of the effect sizes of the studies using Cohen’s d. The combination of the studies suggests that the use of educational programs developed with 4C/ID has a high impact on performance (d = 0.79), regardless of the academic area, the design of the study and the outcome (knowledge and complex skills). The grade under study was a significant moderator on the effect, showing that the higher-education level is more suitable for application of the 4C/ID model. Our results suggest that the use of the 4C/ID model should be prioritized as instructional model in college and university learning environments.

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4C/ID,Instructional design,Meta-analysis,Complex skills,Performance

• Educational Sciences - Social Sciences

This publication is an output of the following project(s):

• Alternative Shaper
• Impact of Blockchains and Decentralised Ledger Technologies