LEARNING THRU VR
LTEC5510 Activity 4: Blog
Welcome back!
For this week’s Topic we were asked to choose an instructional design model with which we were not currently familiar with. The instructional design model that I chose is known as Gagné’s Nine Events of Instruction.
Gagné’s Nine Events of Instruction is a step-by-step framework designed to guide the delivery of effective instruction.
Its purpose is to align teaching activities with cognitive processes that support learning. The model helps instructors:
• Capture learner attention
• Activate prior knowledge
• Present new content effectively
• Scaffold practice and feedback
• Promote retention and transfer
It’s especially useful for lesson-level planning, making it ideal for designing individual modules or learning experiences within a broader curriculum.
Let’s compare Gagne’s Nine Events of Instruction model (GNEoI) with the ADDIE model.
Focus: GNEoI focuses on a Micro-level instructional delivery, whereas ADDIE focuses on a Macro-level design process.
Structure: GNEoI uses 9 sequential instructional events, whereas ADDIE uses 5 phases: Analyze, Design, Develop, Implement, Evaluate.
Use Case: GNEoI is based in Lesson planning and learner engagement, whereas ADDIE is based in Project planning and course development.
Flexibility: GNEoI is structured but adaptable to learner needs, whereas ADDIE is highly adaptable across contexts.
Overlap: GNEoI can be nested within ADDIE’s “Design” phase, whereas ADDIE aims to optimize learning outcomes.
So, while ADDIE gives you the blueprint, Gagné gives you the teaching choreography.
Is this the type of model that I might use you ask? Absolutely, especially in a Workforce learning application.
Here’s why:
• I have to design simulation-rich, scenario-based modules. Gagné’s model can help me scaffold those experiences with cognitive precision.
• I value learner engagement and retention. Gagné’s steps (e.g., gaining attention, eliciting performance, enhancing transfer) align beautifully with my goals.
• I like mapping content to authentic assessments. Gagné’s emphasis on feedback and performance assessment supports that rigor.
For me I would have to say that Gagné’s is not a replacement for ADDIE, but it’s a complementary tool that can enrich my instructional flow.
There is a difference between an ID model and a theoretical model(i.e., social constructivism). For example, both the ADDIE and Gagné’s ID models are practical frameworks for designing instruction, guides course/module development and is procedural and outcome-focused; whereas a theoretical model is a conceptual explanation of how learning occurs, informs pedagogical choices and strategies, and is philosophical and learner-centered.
This distinction matters because ID models operationalize theory. For example, if you're working from a social constructivist lens, you might choose collaborative activities, but you'd use an ID model to structure and deliver those activities effectively.
This differentiation matters, especially to clients that are Outcome-driven: They’ll want to see how your design choices lead to measurable learning. Also, if they are Regulatory-bound such as in fields like aviation or heavy equipment, where instructional rigor matters. Lastly, with Tech-integrated: Clients investing in VR/AR or LMS platforms need models that translate theory into practice.
That said, clients may not ask for “Gagné” or “Constructivism” by name. But they’ll feel the difference when your design is grounded in theory and executed with precision.
Reference:
McNeill, L., Fitch, D. Microlearning through the Lens of Gagne’s Nine Events of Instruction: A Qualitative Study. TechTrends 67, 521–533 (2023). https://doi-org.libproxy.library.unt.edu/10.1007/s11528-022-00805-x