Systematic analysis of emerging research approaches and trends in the field of instructional technology.

The aim of the present study was to investigate new research approaches in the field of educational technology using a systematic review method. In this study, a systematic review method was used. A search was conducted in international databases including Scopus, ScienceDirect, ProQuest, ERIC, Springer, Google Scholar between 2015 and 2026 and domestic citation databases including Magiran, CIVILICA, SID, NoorMags, and the Comprehensive Humanities Portal between 2015 and 2026. Using keywords, 853 articles were identified for inclusion in the final analysis. Then, the remaining 331 studies were evaluated according to the inclusion criteria. After applying the inclusion and exclusion criteria, 56 articles were selected for the final analysis. The collected data were analyzed using the content analysis method. The results of the study showed that by examining past research, research approaches including research technology, data-driven research, design-based research, and art-based research were obtained. The technology research approach included post-phenomenology, post-humanism, and the actor-technology network. The data-driven research approach also included learning analysis and data mining. The design-based research approach included design-based, participatory design, and exploratory evaluation, and the art-based research approach included digital ethnography and art-based research. It can be concluded that in the field of educational technology, by utilizing the approaches of research technology, data-driven research, design-based research, and art-based research, we should move from linear, cross-sectional, single-factor, and reductionist methods to combined, context-based, and ecological methodologies.