Enhancing Interactive Storybooks for KS3 Students: A Systematic Approach to Selecting and Categorising Secondary Schools for Online Feedback

1.Introduction

1.1 Overview of the research

1.1.1 Background and previous research

This research project builds on a previous Delphi study (Park, 2023) that focused on identifying key language skills and collecting expert feedback to inform the development of a prototype interactive storybook for Key Stage 3 (KS3) students. The first Delphi survey used the methodology outlined by Hsu and Sandford (2007) and Okoli and Pawlowski (2004) to collect feedback from academic experts in digital storytelling and education across the UK. This approach identified critical language skills and provided valuable insight into the initial design of the interactive storybook.

Following this consultation with academic experts, the current stage of the research aims to collect feedback from field experts - specifically educators in secondary schools across England. This shift from academic to field perspective reflects the importance of understanding both the theoretical basis and practical applications of educational technology development.

1.1.2 Importance of teacher feedback

As the interactive storybook transitions from theoretical design to practical implementation, the involvement of secondary school teachers becomes important. Their classroom experience and practical insights will be invaluable in refining the tool to support language learning (Ellis, 2003, Ohler, 2013). The feedback collected from schoolteachers will contribute to the creation of a user-friendly pedagogical tool that is responsive to the requirements of KS3 students (Kukulska-Hulme, 2012b).

1.1.3 Continuity of research approach

Building on the analytical experience acquired in the preliminary research for the previous Delphi survey, this study maintains a consistent methodological approach while extending its scope. The current stage involves a comprehensive analysis of publicly available information on secondary schools in England, in preparation for the online survey.

To systematically analyse the educational features of these secondary schools, a sophisticated data analysis tool such as MAXQDA is employed (Kuckartz and Rädiker, 2019). This approach will provide a comprehensive examination of a range of elements including, but not limited to, the school's curricular focus, level of technology integration, and previous involvement in educational research projects.

The use of consistent analytical tools and methods across both the previous Delphi study and the current research stage enhances the ability to make meaningful comparisons and identify trends. This continuity of approach, as emphasised by Hsu and Sandford (2007) is important for maintaining methodological rigour and facilitating a broad understanding of both expert opinion and pedagogical practice.

By applying thematic analysis techniques (Braun and Clarke, 2006) to the data collected on secondary schools, the aim is to identify patterns and themes that will inform the selection process for the online study. This systematic approach will maintain a close link with the previous phases of the research, while adapting to the specific requirements of working with school-based experts.

1.1.4 Aim and methodology of the current study

The primary aim of this study is to engage secondary school teachers across England to provide valuable feedback on the pilot prototype of the interactive storybook (Sargeant, 2015). An online survey will be used to collect teachers' opinions and suggestions. The study will initially use a convenience sampling method (Etikan et al., 2016) focusing on the Plymouth region where the principal investigator is based, before expanding to a broader purposive sampling approach (Patton, 2014) across England. Selection criteria for secondary schools included:

-Initial geographical focus on the Plymouth and Southwest England region, later extended to the whole of England (GOV.UK, 2024).

-Demonstrated interest in creative and language education as evidenced by their web presence and curriculum focus (Kim, 2011b, Nunan, 2012).

<Fig.1: Criteria for Selecting Secondary Schools>

The figure1 illustrates the two main selection criteria for the study: geographical location (focusing on the Plymouth region) and demonstrated interest in creative and language education. The intersection of these two criteria represents the schools selected for the online study. This visual representation helps readers easily understand the participant selection process for the research (Kortegast et al., 2019).

Including such a diagram enhances the transparency and clarity of the study's sampling method, which is crucial in qualitative research (Coyne, 1997). By providing a visual overview of the selection criteria and their intersection, the diagram contributes to the overall credibility and trustworthiness of the research.

1.1.5 Expected outcomes and significance

This study represents a key stage in the development of the Interactive Storybook, transitioning from theoretical and expert-based contributions to practical, classroom-based feedback (Mayer, 2014). The findings from this research will inform the refinement of the Interactive Storybook, enhancing its pedagogical impact and usability. In addition, the findings may have broader implications for the integration of digital tools in language learning and contribute to the growing literature on technology-enhanced learning (Cope and Kalantzis, 2009).

1.1.6 Conclusion

Through the systematic selection and categorisation of participating schools and the use of sound data analysis methods (Creswell and Poth, 2016), this study aims to provide actionable insights that will enhance the pedagogical value of the interactive storybook. By bridging the gap between theory and practice, this research contributes to the development of an experimental and effective language learning tool for KS3 students.

2 Research objectives

2.1 Aims of the online study

The primary aim of this online study is to collect feedback and insights from secondary school teachers on the pilot prototype of the interactive storybook designed for KS3 students. This aim is based on the findings of the previous Delphi study (Park, 2023), which identified key language skills and informed the initial design of the interactive storybook (Hsu and Sandford, 2007). While the Delphi study focused on theoretical aspects and expert opinion, this online study aims to bridge the gap between theory and the 'field' by engaging schoolteachers with actual classroom experience (Mayer, 2014). By working with educators, the study aims to refine the interactive storybook to be more responsive to the demands of students and educators in real-world learning environments (Kukulska-Hulme, 2012b).

2.2 Importance of feedback from secondary school teachers

Obtaining feedback from secondary school teachers is important for a couple of reasons. First, teachers have detailed knowledge of their students' learning preferences, requirements and challenges (Ellis, 2003). They can provide valuable insights into how the interactive storybook can be adapted to better support language learning in the classroom (Ohler, 2013). Second, educators are the primary users of educational tools and resources. Their insights into the usability, effectiveness and potential challenges of integrating the interactive storybook into their classroom practice are important for the successful implementation of the tool (Cope and Kalantzis, 2009). Third, involving educators in the research process can also lead to a positive sense of ownership and involvement, increasing the potential for the interactive storybook to be adopted and used in the classroom (Ertmer and Ottenbreit-Leftwich, 2010).

2.3 Specific aims in relation to the Plymouth region and secondary schools in England more broadly

The initial focus on the Plymouth region was based on the principal investigator's local connections and the potential to contribute to the extracurricular activities of secondary schools in the Southwest of England. This approach is consistent with the convenience sampling method (Robinson, 2014) which can be particularly useful in the early stages of research projects.

However, due to initial challenges in securing sufficient feedback, the scope of the study was expanded to include secondary schools across England. This expansion enables a more comprehensive understanding of how the Interactive Storybook project might be received and implemented in diverse educational contexts across the country (Braun et al., 2010).

By extending the geographical scope, the study aims to:

1.Gather a wider range of perspectives on the potential use and impact of the Interactive Storybook.

2.Identify any regional variations in feedback or implementation challenges.

3. To confirm that the design and content of the Interactive Storybook is relevant and applicable to a diverse student population across England.

This adaptive approach to sampling and data collection reflects the iterative approach to educational research and the requirement for flexibility in response to real-world constraints (Louis Cohen and Morrison, 2007).

3.1 Summary of previous study results

3.1.1 Focus on the preparation phase of the Delphi survey

The previous study focused on the preparation phase of a Delphi survey, which involved analysing the research areas of potential participants to inform the selection and categorisation process. The study adopted a systematic approach to data collection and analysis, using MAXQDA software for coding (Kuckartz and Rädiker, 2019).

3.1.2 Identification of key areas of expertise

Analysis of the research backgrounds of potential participants identified the importance of specific areas of expertise, such as digital pedagogy (Cope and Kalantzis, 2009), language education (Ellis, 2003) and creative writing (McVey, 2008), in the context of studying KS3 students' language skills. This interdisciplinary approach aimed to provide a variety of perspectives and expertise among the selected participants, which is important for the success of a Delphi study (Hsu and Sandford, 2007).

3.1.3 Emphasis on structured and iterative methodology

The results of the study emphasised the importance of a structured and iterative approach to the selection and categorisation of participants in the preparatory phase of a Delphi survey. By demonstrating a systematic methodology for this process, the study may contribute to the credibility and reliability of Delphi studies in educational research (Turoff and Linstone, 2002, Powell, 2003).

3.1.4 Intersection of digital technologies and language learning

In addition, the study's focus on the intersection of digital technologies and language learning, with a particular emphasis on KS3 students and the use of interactive storybooks, provided a particular perspective on this emerging area of research (Kukulska-Hulme, 2012b, Mayer, 2005, Kucirkova, 2014). The findings provided the basis for future research, including the actual implementation of the Delphi survey with the selected participants to explore insights into the key language skills of KS3 students and the role of interactive storybooks in developing these skills (Richards, 2005, Roskos et al., 2009).

3.1.5 Basis for current research

In summary, the previous study's focus on the preparatory phase of a Delphi survey and its systematic approach to analysing the research backgrounds of potential participants provided a foundation for the current research. The findings emphasised the importance of interdisciplinary expertise and a structured methodology in the selection and categorisation of participants, adding to the development of educational research methodology (Hsu and Sandford, 2007, Okoli and Pawlowski, 2004).

3.2 Relevance of previous methods and tools

3.2.1 Influence of previous methodology on current study

The methodology of the previous Delphi study, which focused on analysing the research areas of potential participants to inform the selection and categorisation process (Park, 2023), has significantly influenced the design of the current online study. The previous study aimed to analyse the expertise of academic experts as a fundamental step in establishing a theoretical basis for key language competences for KS3 students in an Educational Digital Storytelling (EDS) environment. In contrast, the current study aims to analyse publicly available information about secondary schools in England to establish a practical basis for collecting feedback on the pilot prototype.

3.2.2 Methodological Consistency and Adjustments

While the current online study uses a different data collection method than the previous Delphi study, it maintains consistency in particular key aspects of the research approach. The primary area of consistency is the systematic exploration and analysis of publicly available information about the participants, in this case secondary schools (Kuckartz and Rädiker, 2019).

In the previous Delphi study, online resources were used to identify and select academic experts in digital storytelling and education. Similarly, in this study, schools' online platforms were used to identify potential participants and collect preliminary information about their educational focus and technological preparation. This approach to participant selection and initial data collection maintains methodological continuity across studies (Palinkas et al., 2015).

However, it's important to recognise that the current study adapts its methodology to the target audience of schoolteachers. Instead of the iterative rounds of the Delphi method, a single online survey is used. This adaptation reflects the different type of feedback sought: practical insights from educators rather than expert consensus (Creswell and Creswell, 2017).

By maintaining consistency in the approach to participant identification and preliminary data collection, while adapting the main data collection method, the aim is to balance methodological continuity with the specific requirements of this stage of the research. This approach enhances the credibility of the study while maintaining its relevance to the current research aims (Hsu and Sandford, 2007, Tracy, 2010).

3.2.3 Shifting focus: From academic experts to field experts

While the previous study focused on academic experts, the current study targets field experts - specifically secondary school teachers in England who have direct classroom experience (Ellis, 2003). By soliciting feedback from these field experts, the current study aims to explore the practical relevance and feasibility of the pilot prototype in actual educational contexts (Mayer, 2014). This transition from theoretical to practical perspectives is important for refining the interactive storybook and securing its effectiveness as a language learning tool (Kukulska-Hulme, 2012b).

3.2.4 Adapting data collection methods

While maintaining consistency in the overall research approach, the data collection method was adapted for this phase of the study. The transition from the Delphi method used in the previous study to an online study in the current one reflects the evolving research requirements and target audience (Wright, 2006).

This adaptation has several advantages. Online surveys facilitate broader coverage and more efficient data collection, enabling feedback to be collected from a diverse sample of secondary schools across England (Fricker and Schonlau, 2002). This broad reach provides a comprehensive understanding of the potential impact and applicability of the pilot prototype in various educational contexts (Okoli and Pawlowski, 2004).

In addition, this method is more compatible with the busy schedules of schoolteachers, potentially increasing participation rates and the quality of the data collected (Nulty, 2008). While the methodology has been adapted, the core aim of collecting expert feedback to refine the interactive storybook remains consistent with the previous research phase.

3.2.5 Summary and practical relevance

In summary, the current online study, while involving different participants (secondary school teachers) and focusing on practical applicability, continues to build on the methodological basis of the previous study. By adopting a systematic approach to data collection and analysis, the current study aims to extend the findings of the previous study, emphasising real-world perspectives and practical relevance.

3.3 Definition and relevance of online studies

An online study, in the context of this research, refers to the use of web-based tools, such as surveys and questionnaires, to collect data from participants (Fielding et al., 2016). This method is particularly relevant to the current study as it enables feedback to be collected from secondary school teachers across a wide geographical area, including the Plymouth region and other parts of England (GOV.UK, 2024). Online studies are increasingly being used in educational research due to their accessibility, cost effectiveness and ability to reach diverse populations (Cope and Kalantzis, 2009).

3.4 Differences between the Delphi study and the current online study

Although the Delphi survey and the current online study share the common goal of enhancing the interactive storybook for KS3 students, there are notable differences in their research objectives and approaches. The Delphi study focused on theoretical aspects and expert opinion (Park, 2024), whereas the online study aims to collect practical insights from secondary school teachers (Mayer, 2014). This shift in focus is important as it facilitates the refinement of the interactive storybook based on the experiences and requirements of the educators in real classrooms (Kukulska-Hulme, 2012b). In addition, the online study's focus on the Plymouth region and the comparative analysis of feedback from different parts of England (Kim, 2011a, Nunan, 2012) provides a new perspective to the research and contributes to a more comprehensive understanding of the potential impact and applicability of the interactive storybook.

The table below (Table 1) provides a detailed comparison between the Delphi survey and the current online survey:

<Table1: Comparison of Delphi Study and Current Online Study>

This comparative analysis illustrates the transition from theoretical framework to practical implementation, reflecting the evolution of the research project. The Delphi study provided in-depth theoretical insights (Tearle, 2004), while the online study provided practical feedback directly from educators, enhancing the real-world applicability of the interactive storybook (Atkins et al., 2017).

4.Methodology

4.1 Selection criteria for participating secondary schools

The selection of secondary schools for this study was based on two main criteria: geographical location and thematic relevance. These criteria were selected to provide a diverse and representative sample of schools that could provide meaningful feedback on the interactive storybook pilot prototype (Creswell and Poth, 2016).

4.1.1 Geographical location:

The study focused on secondary schools in the Plymouth area and other parts of England. The Plymouth area was selected due to its proximity to the research institution and its diverse educational landscape, including both urban and rural schools (PLYMOUTH.GOV.UK, 2024). This geographical focus aims to collect context-specific evidence so that the interactive storybook can be designed to reflect local educational requirements and conditions (GOV.UK, 2024). By including schools from different parts of England, the study also aims to identify any regional differences in feedback that may influence the broader applicability of the interactive storybook (Wise and Jung, 2019).

4.1.2 Thematic relevance:

Schools were selected on the basis of their demonstrated interest in creative and language learning. This interest was assessed through a systematic analysis of their websites, curriculum provision and extra-curricular activities (Bowen, 2009). The researcher looked for keywords such as 'creative writing', 'digital storytelling', 'interactive learning' and 'innovative language teaching' in the schools' online resources. Schools that prioritised these themes and provided related activities or courses were considered potential participants.

While this approach may introduce an element of confirmation bias, as these schools may already be inclined to view creative writing and technology positively (Nickerson, 1998), it also provides some advantages. Participants from these schools will probably have relevant expertise and experience and may be able to provide more informed and detailed feedback on the interactive storybook (Kukulska-Hulme, 2012b).

4.1.3 Rationale for criteria and potential limitations:

The geographical and thematic criteria were selected based on established methodological principles in qualitative research (Patton, 2014). These criteria are consistent with the aims of the study and enable the inclusion of schools that can provide relevant feedback while representing a range of educational contexts (Maxwell, 2012).

However, it's important to acknowledge the potential limitations of this approach. By focusing on schools with a demonstrated interest in the themes of the study, there may be a bias towards positive reception of the interactive storybook. This represents a compromise between collecting expert feedback and potentially ignoring challenges that may arise in less technologically inclined environments (Pannucci and Wilkins, 2010).

In addition, as indicated by Mayer (2005), while teacher feedback is valuable for developmental purposes, it may not directly be related to student learning outcomes. Therefore, future research phases, particularly those aimed at implementing and evaluating the effectiveness of the tool, will need to consider a broader range of schools to assess the actual impact of the interactive storybook (Louis Cohen and Morrison, 2007).

This approach attempts to balance the benefits of participants' expertise with the requirement for diverse perspectives. By acknowledging these potential biases and limitations in advance, the aim is to interpret findings with appropriate caution and context (Tracy, 2010).

4.1.4 Potential limitations and mitigations:

A potential limitation of this selection approach is the possibility of excluding schools that may provide valuable insights but do not prominently display their interests online (Hewson et al., 2015). To mitigate this, the researchers consulted with local education networks and conducted initial outreach to few schools via email to confirm their interest and relevance. This process helped to identify additional schools that met the selection criteria but may have been overlooked in the initial online search. Another limitation could be regional bias due to the focus on the Plymouth area; however, including schools from different parts of England helps to balance this and provide a more inclusive perspective (Bryman, 2016).

4.1.5 Conclusion:

By adopting a systematic approach to selecting secondary schools based on geographical location and thematic relevance, this study aims to collect meaningful feedback that will contribute to the development and implementation of the interactive storybook for KS3 students (Hsu and Sandford, 2007). This methodology is consistent with the aims of the study and provides a diverse and representative sample, increasing the overall validity and reliability of the study (Okoli and Pawlowski, 2004).

4.1.6 Thematic relevance and keyword selection

4.1.6.1 General keywords and broader perspective

A hierarchical keyword selection method was used to assess the thematic relevance of secondary schools to the research topic (Creswell and Poth, 2016). In this approach, both general and specific keywords related to the focus of the study, the use of interactive storybooks for language learning in KS3 students, were selected.

The general keywords, such as 'creativity', 'technology integration', 'student-centred', 'personalised learning', 'collaboration', 'English language teaching' and 'digital literacy', provided a broader perspective on the research topic (Kim, 2011a, Robinson and Aronica, 2015, Ertmer and Ottenbreit-Leftwich, 2010, Nunan, 2012, Weimer, 2013, Gillies, 2016, Laal and Ghodsi, 2012, Richards and Rodgers, 2014, Belshaw, 2011, Hague and Payton, 2011). These keywords facilitated consideration of schools with diverse characteristics and pedagogical approaches that could potentially contribute to the aims of the study (Creswell and Poth, 2016).

4.1.6.2 Specific keywords and direct relevance

To further narrow the selection and secure direct relevance to the research topic, more specific keywords were used. These included 'interactive storytelling', 'language skills development', 'technology in education', 'English literature education', 'key stage 3 curriculum' and 'creativity' (Miller, 2019, Ibáñez et al., 2011, Newton and Nation, 2020, Numan, 1991, Alakrash and Abdul Razak, 2021, Kirkwood and Price, 2014, Grainger, 2004, GOV.UK, 2014, Lin, 2011). By focusing on these specific keywords, the study aimed to identify schools that were actively engaged in practices and initiatives directly related to the use of interactive storybooks for language learning with KS3 students.

4.1.6.3 Hierarchical keyword selection method

The hierarchical keyword selection method, which progressed from general to specific keywords, facilitated a comprehensive consideration of both the broader educational context and the direct relevance of schools to the research topic (Patton, 2014). This approach contributed to the inclusion of a diverse range of schools while maintaining a close connection to the aims of the study, enhancing the quality and depth of the research (Bryman, 2016).

<Fig. 2: Flowchart of the thematic selection process>

4.2 Categorisation of schools based on geographical location and areas of interest

The categorisation of secondary schools for this study was based on two primary criteria: geographical location and thematic areas of interest. This approach provides a diverse and representative sample of schools, which is important for collecting comprehensive and relevant feedback on the interactive storybook prototype (Creswell and Poth, 2016).

4.2.1 Geographical location:

The selection of schools began with a focus on the Plymouth area, reflecting the researcher's intention to engage local schools and contribute to the educational landscape of the area (GOV.UK, 2024). Schools within Plymouth were prioritised to facilitate potential opportunities for direct contact and collaboration. In addition, expanding the selection to include schools across England provides a broader perspective and facilitates comparative analysis between different regions (Wise and Jung, 2019).

The geographical categorisation was divided into three main groups:

-Schools in the Plymouth region: 9 schools in the Plymouth region, selected to provide local relevance and facilitate potential forward collaboration.

-Southwest England Schools: 4 schools from the wider Southwest England region, providing insights from a regional context beyond Plymouth.

-National Schools: 9 schools from different parts of England, securing a diverse sample that reflects diverse regional educational practices and challenges.

<Fig.3: Comparative distribution: Plymouth vs. Other English areas>

4.2.2 Thematic areas of interest:

Thematic categorisation was based on schools' demonstrated interest in creative and language education. This was determined through a review of publicly available information, including school websites, curriculum focus and participation in relevant educational programmes or initiatives (Bowen, 2009).

The thematic categorisation is to reflect the following focus:

-Focus on Creative Education: Schools with a focus on creativity in their curriculum, as evidenced by comprehensive arts programmes, creative writing courses, or a focus on creative project-based learning approaches(Robinson and Aronica, 2015).

-Language Focus: Schools with a strong focus on language learning, as evidenced by the availability of comprehensive language courses, extracurricular language clubs, or participation in language competitions (Richards and Rodgers, 2014).

-Combined focus: Schools that incorporate both creative and language education, providing a holistic approach that aligns well with the aims of the interactive storybook project (Nunan, 2012).

4.2.3 Selection process:

The selection process involved several steps to achieve a focused and purposeful categorisation, while recognising the inherent bias in the selection criteria:

-Initial identification: A list of 29 potential schools was compiled using online databases (e.g. Get Information About Schools), education directories and government resources (GOV.UK, 2024).

-Review of public information: Schools' websites and publicly available reports, such as Ofsted inspection reports, were reviewed to assess their geographical location and thematic areas of interest. Particular attention was paid to curriculum overviews, extra-curricular activities and school ethos (Kim, 2011a, Nunan, 2012).

-Application of selection criteria: Schools were categorised based on their alignment with predetermined geographic and thematic criteria. This approach, while intentionally biased towards schools in the areas of interest, enables more relevant and informed feedback (Patton, 2014). A matrix was created to provide a balanced representation of schools across both dimensions (Miles Matthew et al., 2014).

-Final selection: A total of 22 schools were selected, with a distribution across geographical and thematic categories as described above. This sample size is consistent with recommendations for qualitative research aimed at generating rich, in-depth data (Creswell and Poth, 2016).

By purposively selecting schools based on geographic location and thematic areas of interest, this study aims to collect targeted and relevant perspectives and feedback. It is acknowledged that this approach introduces a bias towards schools that are already engaged in areas related to the study. However, this intentional bias is designed to increase the relevance and applicability of the findings by providing an opportunity to evaluate the interactive storybook prototype in contexts where it is most expected to be adopted (Maxwell, 2012).

It's important to recognise that while this approach may limit generalisability to all schools, it does increase the depth of findings from schools most inclined to adopt such technologies. Future stages of research may need to include a broader range of schools to assess broader applicability (Yin, 2009).

4.3 Use of MAXQDA for data analysis

This study uses MAXQDA, a sophisticated qualitative data analysis software, to analyse the feedback collected from secondary school teachers on the pilot prototype of the interactive storybook. MAXQDA provides a comprehensive suite of tools that are particularly suitable for managing, analysing and visualising qualitative data (Woolf and Silver, 2017b), making it an ideal tool for this research.

Detailed uses and benefits of MAXQDA:

4.3.1. Data management and organisation:

MAXQDA provides reliable data management capabilities, enabling the researcher to import and organise large amounts of qualitative data (Kuckartz and Rädiker, 2019). The software supports a variety of data formats, enabling all feedback from online surveys to be integrated into the analysis process.

4.3.2. Coding and Categorisation:

The main strength of MAXQDA is in its coding features (Saillard, 2011). The researcher uses these features to systematically code the feedback, categorising the data into relevant themes and sub-themes. This process includes:

-Initial coding: Assigning preliminary codes to segments of data based on emerging themes (Saldaña, 2021).

-Focused coding: Refining these codes into more specific categories that are in line with the research questions of the study (Charmaz, 2014).

-Theoretical coding: Developing comprehensive categories that integrate these themes into a consistent analytical framework (Corbin and Strauss, 2008).

4.3.3. Visualisation tools:

MAXQDA's visualisation tools, such as the Code Matrix Browser and the Code Relations Browser, are instrumental in identifying patterns and relationships within the data (Kuckartz, 2013). These tools provide researchers with the ability to create visual representations of code co-occurrences and thematic connections, increasing the interpretive depth of the analysis (Creswell and Poth, 2016).

4.3.4. Analytical flexibility:

MAXQDA supports both inductive and deductive approaches to data analysis (Schreier, 2012). In this study, the inductive approach will be used initially to enable themes to emerge spontaneously from the data, followed by a deductive approach to explore specific questions derived from the research objectives (Fereday and Muir-Cochrane, 2006).

4.3.5. Improving reliability and validity:

The software's ability to maintain a detailed log of the coding process enhances the reliability and validity of research findings (Cope, 2014). MAXQDA keeps a record of all analytical decisions, providing transparency and reproducibility (Kuckartz and Rädiker, 2019). This feature is important in qualitative research, where the consistency of the analytical process is key (Yin, 2015). For instance, the ability to document the evolution of the coding scheme over time helps to maintain the consistency and credibility of the research conclusions.

4.3.6. Comparative analysis:

MAXQDA facilitates comparative analysis between different sources of publicly available information from various secondary schools (Legewie, 2013). For instance, data from schools in the Plymouth area can be compared with information from other areas. This comparative analysis will provide a sophisticated understanding of geographical differences in school characteristics and thematic focuses, informing the selection process and ensuring a representative sample for the study.

4.3.7 Integration with the overall methodology

The integration of MAXQDA into the overall research methodology is apparent. The features of the software align with the requirements of the study for detailed, systematic and reliable qualitative analysis (Creswell and Poth, 2016). By using MAXQDA, the researcher makes sure that the analysis is methodologically solid, and capable of generating meaningful insights from the qualitative data collected (Patton, 2014).

4.3.8 Conclusion

In conclusion, MAXQDA is a key tool in this study, providing the necessary features to manipulate complex qualitative data. Its coding, visualisation and analysis capabilities not only facilitate a profound understanding of the feedback, but also secure the reliability and validity of the research findings (Kuckartz and Rädiker, 2019). The use of MAXQDA emphasises the study's commitment to methodological consistency and comprehensive data analysis (Miles Matthew et al., 2014).

<Fig. 4: Workflow of Data Management Using MAXQDA>

5.Data Analysis

5.1 Tools and techniques used and explanation of MAXQDA features used

MAXQDA, a qualitative data analysis software, was used to analyse the publicly available information on potential participating schools for the online study. The features of the software were used to assess the suitability and relevance of the schools for the research objectives (Kuckartz and Rädiker, 2019).

5.1.1 Data management and organisation

Purpose:

MAXQDA's data management features facilitate the efficient import and organisation of large amounts of qualitative data, such as information collected from school websites and public documents (Schmieder et al., 2021).

Application:

The software supports multiple data formats, providing for the integration of all collected information into the analysis process. In this study, school profiles and relevant documents were imported and organised according to the school's geographical location and educational focus.

5.1.2 Coding and categorisation

Initial coding:

Preliminary codes were assigned to data segments based on emerging themes related to the schools' educational priorities, teaching approaches and student demographics (Saldaña, 2021). For instance, codes such as 'creativity', 'technology integration' and 'inclusive education' were applied to relevant segments.

Focused coding:

These initial codes were refined into more specific categories closely associated with the research objectives of the study (Charmaz, 2014). For instance, the code 'creativity' was further categorised into 'creative curriculum', 'arts programmes' and 'innovative teaching methods'.

Theoretical coding:

Comprehensive categories were developed to integrate these themes into a coherent analytical framework and to provide a more in-depth understanding of the schools' potential to contribute to the research (Corbin and Strauss, 2008). The different aspects of creativity were linked to broader concepts such as 'aligned educational priorities' and 'potential for insightful feedback'.

5.1.3 Visualisation tools

Code Matrix Browser and Code Relations Browser:

These tools were instrumental in identifying patterns and relationships within the data, facilitating the creation of visual representations of code co-occurrences and thematic connections (Kuckartz, 2013). For instance, the Code Relations Browser revealed a close association between 'technology integration' and 'innovative teaching practices', suggesting that schools with a focus on technology were more inclined to adopt innovative pedagogical approaches.

MAXMaps:

This feature enabled the creation of detailed maps illustrating the relationships and hierarchies within the data, adding interpretive insight to the analysis (Woolf and Silver, 2017a). Concept maps were created to visualise the connections between different school characteristics (e.g. educational focus, student demographics, location) and their potential to provide valuable insights for the study.

5.1.4 Analytical flexibility

Inductive and deductive approaches:

MAXQDA supports both inductive and deductive approaches to analysis (Schreier, 2012). In this study, an inductive approach was initially used to explore themes that emerged from the data, such as the importance of student-centred learning and the role of technology in facilitating engagement. This was followed by a deductive approach to explore specific research questions, such as the potential for schools with a strong focus on creativity and innovation to provide insightful feedback on the interactive storybook prototype. This combination of inductive and deductive reasoning provided a comprehensive and reliable analysis, facilitating both the discovery of new themes and the testing of specific assumptions derived from these themes.

5.1.5 Improving reliability and validity

Audit trail: MAXQDA maintains a detailed log of the coding process, increasing the transparency and replicability of the research findings (Cope, 2014). This feature is important for securing the reliability and validity of qualitative research. In this study, the audit trail provided the researcher with the ability to track the evolution of the coding scheme and document analytical decisions, increasing the credibility of the school selection process.

5.2 Summary of the analysis process

Initial data import and organisation:

The analysis process commenced by importing and organising publicly available information on potential participating schools into MAXQDA. Initial coding identified emerging themes such as educational focus and teaching approaches. These codes were then refined through focused coding to develop more specific categories, such as types of creative programmes and levels of technology integration.

Theoretical coding and thematic integration:

Theoretical coding integrated these themes into a comprehensive framework that related school characteristics to their potential to contribute to the research. The use of MAXQDA's visualisation tools, in particular the Code Relations Browser and MAXMaps, was instrumental in identifying thematic connections and developing a conceptual understanding of the data. The analysis revealed the importance of factors such as focused educational priorities, innovative teaching methods and inclusive practices in determining a school's suitability for participation.

Audit trail and methodological consistency:

Throughout the analysis, an audit trail documented coding decisions, enhancing the methodological consistency and credibility of the study. The systematic and transparent analysis process facilitated by MAXQDA strengthens the reliability and credibility of the school selection process.

In the following subsections, specific analysis results are presented using MAXQDA's visual tools to illustrate the findings:

5.2.1 Documents with codes

Distribution of main codes:

The visual representation (Figure 4) illustrates the distribution of main codes across different documents. The data indicate that 'community and involvement' was the most frequently coded theme, followed by 'academic excellence', 'creativity and innovation' and 'holistic approach to education'. The prominence of these themes may suggest that schools that prioritise collaborative learning, academic rigour, creativity and holistic education can be particularly relevant to the aims of the study (Kucirkova, 2017). These schools are more inclined to provide valuable feedback on the interactive storybook prototype as their educational philosophies align with the key design principles of the tool, such as facilitating communication skills, promoting academic achievement, and encouraging creative thinking (Mayer, 2002).

The coding results validate the study's focus on developing an innovative educational tool that supports collaborative learning, academic excellence, and creativity (Huang, 2019). By selecting schools that emphasise these pedagogical approaches, the study can collect useful data on the potential of the interactive storybook to improve learning experiences and outcomes (Kelley, 2001).

In addition, the schools' experiences of implementing collaborative learning strategies, maintaining high academic standards and supporting creativity can inform the iterative design process of the prototype (Gould and Lewis, 1985). Their feedback can help to establish that the final product effectively responds to the requirements and expectations of students and educators in different educational contexts (Barab and Squire, 2016).

<Fig. 5: Distribution of main codes across school documents>

Detailed breakdown of subcodes:

Figure 5 provides a more detailed breakdown of the subcodes within the main code of 'creativity and innovation'. This provides a closer examination of how this key theme is reflected in the school documents analysed. The most prominent sub-codes include 'encouraging creative thinking', 'integrating arts and technology' and 'promoting innovative teaching methods'. These findings suggest that the selected schools actively promote creativity through their curriculum, resources and pedagogical approaches (Robinson and Lee, 2011). Incorporating their insights into the design of the interactive storybook may enhance its potential to develop creative skills and innovative thinking in young learners (Craft, 2005).

<Fig. 6: Sub-codes within the main code 'Creativity and Innovation'>.

Due to space limitations, only one main code has been selected for detailed analysis in this report. However, a comprehensive overview of all main codes and their respective sub-codes can be accessed via the following URL: https://www.interactive-storybook.com/post/categorisation-of-delphi-survey-participants-_-secondary-school-in-england. This supplementary resource provides a complete record of the coding results and facilitates further exploration of the themes identified across the school documents (Bazeley, 2020).

5.2.2 Source of recruitment

5.2.2.1 Source of recruitment overview

The bar chart (Figure 2) illustrates the distribution of schools selected for the study based on their regional source of recruitment. The data reveal that the majority of schools were recruited from the Plymouth area, including the Southwest region of the UK, while the remaining schools were recruited from London and other areas.

Plymouth Area Focus:

The high proportion of schools from the Plymouth area can be attributed to the researcher's affiliation with an institution in Plymouth and the children's enrolment in local schools (Loh, 2013). This personal relationship has motivated the researcher to contribute to the educational landscape of the area and explore potential collaborations with surrounding schools (Mercer, 2007).

Inclusion of South West England:

The inclusion of schools from the wider Southwest region of England represents an extension of the geographical scope based on proximity to Plymouth (Denzin and Lincoln, 2011). This approach provides a more diverse sample while maintaining a manageable distance for the researcher to engage with the selected schools (Patton, 2014).

Broader regional selection:

The distribution of schools to other regions primarily reflects the results of the school suitability assessment rather than geographical considerations (Louis Cohen and Morrison, 2007). The assessment process focused on factors such as schools' educational priorities, innovative practices and ability to provide relevant feedback, which ultimately determined the regional composition of the sample (Etikan et al., 2016).

5.2.2.2 Purposive sampling strategy:

The purposive sampling strategy employed in this study aimed to balance the researcher's personal connections to the Plymouth area with the goal of obtaining a diverse and appropriate sample (Creswell and Poth, 2016). By considering multiple factors in the school selection process, the study aims to increase the credibility and transferability of its findings (Tracy, 2010).

5.2.2.3 Summary of recruitment distribution:

In summary, the distribution of schools by source of recruitment emphasises the researcher's involvement with the local educational community in Plymouth, whilst providing a diverse and appropriate sample for the study. The regional composition of the schools selected is largely determined by their perceived suitability for the research objectives.

<Fig. 7: Geographical distribution of schools recruited>

5.2.3 Single code model: ‘Academic Excellence’

Focus on academic excellence:

The single code model analysis in MAXQDA was used to examine how specific codes and sub-codes were represented across the selected schools. Figure 3 illustrates an example of this analysis, focusing on the main code 'Academic excellence' and its associated sub-codes.

Central focus in schools:

The analysis reveals that 'academic excellence' is a central focus for numerous schools, particularly those in the Plymouth area and other regions of England (Cordingley et al., 2015). The subcodes provide further insight into how schools aim to achieve academic excellence, for instance by combining traditional academic standards with innovative teaching methods (Selwyn, 2016) or using additional tools to support their educational objectives (Kucirkova, 2017).

Case Example: P12S School:

For instance, the P12S school in Plymouth recognises the potential of digital storytelling to develop language skills while maintaining a commitment to academic excellence (Robin, 2008). This is in line with the research project's aim to develop an interactive storybook that complements existing pedagogical approaches and supports students to achieve their academic excellence (Kucirkova et al., 2014).

Shared priority across regions:

The presence of the 'academic excellence' code in schools across different regions suggests that the pursuit of academic excellence is a broadly shared priority (Sammons et al., 2016). The research project's focus on enhancing language skills through interactive storybooks responds to this priority and has the potential to support schools in their commitment to helping students achieve their best academically (Bus et al., 2015).

Conclusion on academic excellence:

In conclusion, the analysis of the single code model emphasises the importance of 'academic excellence' as a guiding principle for a large number of the selected schools. The research project's interactive storybook responds to this principle by providing an experimental approach to improving language skills and supporting students' academic achievement.

<Fig. 8: Single code model for academic excellence - distribution and associations>

5.2.4 Single case model: School P16S

In-depth exploration of school P16S:

The single case model analysis in MAXQDA provides an in-depth exploration of the characteristics and potential contributions of individual schools. Figure 4 illustrates this analysis for School P16S as an example of 19 schools, identifying the key characteristics of the school and their alignment with the research project.

Emphasis on personal development:

The analysis reveals that School P16S places a strong emphasis on personal development, recognising the importance of both academic skills and soft skills such as collaboration and creativity (Lovat et al., 2010). The interactive storybook project could support this focus by providing a platform that encourages the development of these skills (Rosen and Tager, 2014).

Community engagement and citizenship:

The P16S school also values community engagement and citizenship, as evidenced by the integration of these themes into the school's ethos (Henderson and Mapp, 2002). The research project could contribute to this ethos by incorporating aspects of community and citizenship into the interactive storybooks to facilitate student discussion and reflection (Larson, 2014).

Collaborative Learning:

Furthermore, P16S schools prioritise collaborative learning, which directly relates to the co-authorship aspect of the interactive storybook project (Laal and Ghodsi, 2012). By encouraging collaborative storytelling, the project will support the school's emphasis on collaborative learning experiences (Ertmer et al., 2011).

Focus on innovative teaching:

Innovation in teaching and learning is another key focus of the P16S school, as demonstrated by its commitment to implementing emerging pedagogies. The use of interactive storybooks to enhance language skills is an evolving methodology in line with this focus (Nevo and Vaknin-Nusbaum, 2018, Suhardiana and Lestari, 2020).

Inclusive education and diversity:

School P16S also emphasises inclusive education and diversity, which is reflected in the adaptable and customisable design of the interactive storybooks (Rose & Meyer, 2002). By enabling the representation of different experiences and backgrounds, the project will support the school's commitment to inclusive education (Kozleski & Waitoller, 2010).

Safe and supportive learning environment:

Finally, P16S is committed to providing a safe and supportive learning environment. The engaging and user-friendly interface of the interactive storybook platform could be helpful to this goal by providing a safe digital space for students to explore and learn (Blau & Shamir-Inbal, 2017).

Conclusion on School P16S:

In conclusion, the analysis of the single case model reveals the positive mapping between the key characteristics of the P16S school and the aims of the interactive storybook research project. By addressing the school's focus on personal development, community engagement, collaborative learning, innovative teaching, inclusive education and a supportive learning environment, the project could make a valuable contribution to the school's educational goals.

<Fig. 9: Single case model for school P16S - key features and contributions>

5.2.5 Code Subcode Segment Model: Visualising the hierarchical structure of creativity and innovation

Visual representation of hierarchical coding structure:

The 'code subcode segment model' illustrated in the figure 5 is a visual representation of the hierarchical coding structure frequently used in qualitative research (Saldaña, 2021). This specific model is an example from the overall coded classification list, focusing on the 'Creativity and Innovation' code and its sub-codes. By presenting this example, the objective is to provide an insight into how the coding scheme is structured and applied in the analysis. This particular model presents the main code 'Creativity and Innovation' and its associated subcodes, which include different aspects of creativity and innovation in educational contexts.

Breakdown of subcodes and focus areas:

The subcodes, such as 'Innovative teaching methods', 'Innovation in teaching and learning', 'Creativity and arts' and 'Holistic development and creativity', are interrelated and have the common theme of creativity and innovation. However, each subcode has its own focus and responds to specific areas such as pedagogy, curriculum, arts education and student development (Zhu and Engels, 2014, Toivanen et al., 2013, Nolan, 2004).

Relationships between subcodes and schools:

The model also illustrates the relationships between subcodes and their associated schools. These connections suggest that schools associated with a particular subcode will probably have practices and characteristics that reflect the focus of the subcode. For instance, schools linked to the Creativity and Arts subcode may emphasise the development of students' creativity through arts education (Toivanen et al., 2013), while schools linked to Holistic Development and Creativity may adopt a more integrated approach to supporting students' creativity and overall development (Nolan, 2004).

The importance of visualising hierarchical structures:

Visualising the hierarchical structure of codes and their relationship to specific schools can help the researcher to further understand and interpret the patterns and themes that emerge from qualitative data (Miles and Huberman, 1994). The 'code subcode segment model' provides a clear and organised representation of the coding scheme, enabling the researcher to identify connections and distinctions between different aspects of creativity and innovation in educational contexts.

Improving research insights through coding models:

The 'code subcode segment model' provides a clear and organised representation of the coding scheme, enabling the researcher to identify connections and distinctions between different aspects of creativity and innovation in educational contexts. The 'code subcode segment model' provides a clear and organised representation of the coding scheme, enabling the researcher to identify connections and distinctions between different aspects of creativity and innovation in educational contexts.

<Fig. 10: Code-subcode segment model for Creativity and Innovation>

5.3 Summary and conclusion

5.3.1 Summary and Conclusion

This study used MAXQDA software to analyse publicly available information about potential participating schools for an online study. The analysis process included systematic data management and organisation, coding and categorisation, use of visualisation tools, a combination of inductive and deductive approaches, and strategies to increase reliability and validity (Kuckartz and Rädiker, 2019, Schreier, 2012).

5.3.2 Key findings from the analysis

The analysis revealed that elements such as schools' pedagogical priorities, innovative teaching practices and inclusive approaches were important in determining their suitability for research participation. In particular, themes such as communication and collaboration, academic excellence, creativity and innovation, and a comprehensive approach to education were emphasised by a number of schools. This suggests that schools that prioritise collaborative learning, academic excellence, creativity and holistic education may be particularly in line with the aims of the study (Kucirkova, 2017, Mayer, 2002).

5.3.3 In-depth exploration through single case analysis

In addition, the single case analysis facilitated an in-depth exploration of individual school characteristics and potential research contributions. For instance, the case of the P16S school identified how the school's emphasis on personal development, community engagement, collaborative learning, innovative teaching, inclusive education and a supportive learning environment closely reflected the aims of the interactive storybook research project.

5.3.4 Improving reliability and validity

This study aimed to increase the reliability and validity of the school selection process through a systematic and transparent analysis process facilitated by MAXQDA. However, the limited number of schools included in the analysis and the sampling bias towards particular regions are limitations of the study. Future research should include a more diverse range of schools and refine the school selection criteria.

6.Results

6.1 Findings from data analysis

6.1.1 Key findings from the data analysis

Data analysis using MAXQDA produced several key findings that provide insights into the characteristics and potential contributions of the selected schools. The 22 schools selected for the online study share a focus on promoting creativity and innovation in their educational approaches (Robinson and Aronica, 2015), a commitment to adopting progressive pedagogical practices that support independent thinking, holistic development, and student-centred learning (Nunan, 2012, Weimer, 2013), and a dedication to providing quality education to students from diverse backgrounds (Banks, 2010). Additionally, these schools recognize the value of integrating technology into the learning process (Kessler, 2018). The coding process revealed that themes such as 'community involvement', 'academic excellence', 'creativity and innovation', and 'holistic approach to education' were prominent in many schools (Kuckartz and Rädiker, 2019). These themes are in line with the aims of the interactive storybook research project, which aims to facilitate language skills, academic achievement, creative thinking, and overall student development (Kucirkova, 2017, Mayer, 2002).

6.1.2 Importance of transformative and inclusive practices

The analysis also emphasised the importance of elements such as transformative teaching practices, inclusive education and a supportive learning environment in determining a school's suitability for research participation (Selwyn, 2016; Rose & Meyer, 2002). Schools that prioritise these aspects could be more inclined to provide valuable feedback and contribute to the iterative design process of the interactive storybook prototype (Barab and Squire, 2016).

6.1.3 In-depth case analysis: School P16S

In addition, the single case analysis of individual schools, such as P16S, revealed how their specific features and educational philosophies closely related to the goals of the research project (Yin, 2009). For instance, the P16S school's emphasis on personal development, community engagement, collaborative learning, innovative teaching, inclusive education and a supportive learning environment indicates that it is ideally placed to provide useful contributions from the implementation of the interactive storybook (Henderson and Mapp, 2002, Lovat et al., 2010).

6.1.4 Overall suitability of the selected schools

Overall, the findings from the data analysis indicate that the selected schools have a range of features that make them suitable participants in the interactive storybook research project. Their educational focus, pedagogical approach, and commitment to student development are consistent with the objectives of the project, increasing the potential to generate valuable insights and implement interactive storybooks in diverse educational contexts successfully (Creswell and Poth, 2016).

6.2 Insights into the willingness and interest of the selected schools

6.2.1 Potential interest of selected schools

Analysis of the profiles and characteristics of the selected schools provides useful insights into their readiness and interest in participating in the interactive storybook research project. The schools' educational priorities, teaching approaches and commitment to innovation and inclusivity indicate that they are ready to participate in the project and help contribute to its success (Kucirkova, 2017, Selwyn, 2016).

6.2.2 Creativity and Innovation

<Fig. 11: Sub-codes within the main code 'Creativity and innovation'>

Figure 11 provides a detailed analysis of the sub-codes within the main code 'Creativity and innovation'. The most prominent sub-codes include 'supporting creative thinking', 'integrating arts and technology' and 'facilitating innovative teaching methods'. These findings suggest that the selected schools actively support creativity through their curriculum, resources and pedagogical approaches (Robinson and Lee, 2011). Incorporating their findings into the design of the interactive storybook may enhance its potential to enhance creative skills and foster creative thinking in learners (Craft, 2005).

6.2.3 Supporting 21st century skills

Another important element is the schools' interest in supporting creativity, collaboration and critical thinking skills in their students (Thornhill-Miller et al., 2023). The interactive storybook project aims to facilitate these skills through its design and implementation, and the selected schools' existing focus on these areas indicates a close consistency of purpose and values (Lovat et al., 2010). This shared interest in developing students' 21st century skills would be expected to encourage schools to actively participate in the research project and provide valuable feedback to the iterative design process (Barab and Squire, 2016).

6.2.4 Commitment to inclusive education

In addition, the schools' commitment to inclusive education and supporting diverse learners (Rose and Meyer, 2002) is another positive sign of their readiness and interest in the interactive storybook project. The adaptable and customisable design of the project aims to respond to the demands of diverse learners, and the experience of the selected schools in implementing inclusive practices can provide valuable insights and guidance (Kozleski and Waitoller, 2010). This consistency of values and expertise implies that the schools will be positive partners in securing that the interactive storybook is accessible for most students (Kucirkova, 2017).

6.2.5 Conclusion

In conclusion, the selected schools are expected to be willing and interested in participating in the interactive storybook research project. Their focus on technology integration, creativity, collaboration, critical thinking and inclusive education is in line with the objectives and design principles of the project. This consistency, combined with the schools' openness to innovation and commitment to student development, would suggest that they will be valuable partners in the successful implementation and evaluation of the interactive storybook.

6.3 Comparison with results of previous Delphi studies

6.3.1 Integrating academic and field perspectives

<Fig. 12: Integrating academic and practitioner perspectives>

Figure 12 illustrates the importance of considering both academic and field perspectives in the design of interactive storybooks for language learning. By integrating findings from studies involving academic experts and field experts, this research can develop a more reliable approach to the design of interactive storybooks to support KS3 students' language learning (Mayer, 2005). The combination of theoretical insights from academic experts (Cope and Kalantzis, 2016) and practical insights from field experts (Hutchison and Woodward, 2018) enables the resulting pedagogical tools to be not only grounded in evidence-based practice, but also feasible and effective in real classroom contexts (Dede, 2014).

Comparative analysis of methodological approaches:

The comparative analysis of the two studies emphasises the complementary approach of the findings and their mutual contribution to the development of interactive storybooks for language learning. By adopting a consistent methodological approach and utilising the insights of both academic and field experts, the study helps researchers to create pedagogical tools that are theoretically sound, practically relevant and optimised for the requirements of KS3 students (Keeney et al., 2011).

6.3.2 Rationale and aims of the study

The current study, which focuses on the selection and analysis of potential secondary schools in England to collect insights from experts in the field, is based on a previous Delphi study that sought to elicit the perspectives of academic experts by selecting and categorising potential researchers in the UK. This comparative analysis aims to emphasise the similarities and differences between the two studies, emphasising the complementary features of the findings and their mutual contribution to the development of interactive storybooks for enhancing the language skills of KS3 students (Keeney et al., 2011).

Similarities in methodological approach:

Both studies adopted a systematic approach to the selection and categorisation of participants, providing a diverse and representative sample of experts (Okoli and Pawlowski, 2004). The use of explicit criteria such as expertise, experience and relevance to the research topic was consistent across both studies (Day and Bobeva, 2005). This structured approach would increase the reliability and validity of the findings by minimising potential bias in the selection of participants (Avella, 2016).

In addition, both studies utilised qualitative data analysis software, specifically MAXQDA, to facilitate the coding and analysis of participant data (Kuckartz and Rädiker, 2019). This tool facilitated a comprehensive and systematic examination of participants' profiles, research backgrounds and potential contributions to the study (Saillard, 2011). The use of a consistent analytical approach across both studies will strengthen the comparability and integration of findings (Creswell and Clark, 2017).

Differences in expert domains:

Whereas the previous study focused on academic experts, particularly researchers from UK universities, the current study focuses on field experts, specifically secondary school teachers in England. This distinction is important as it provides the opportunity to collect insights from field experts who have direct experience of teaching KS3 students and implementing educational interventions in the classroom (Mandinach and Gummer, 2016). The inclusion of field experts complements the theoretical and research-oriented perspectives provided by academic experts, providing a more comprehensive understanding of the challenges and opportunities associated with the use of interactive storybooks for language learning (Woodland and Mazur, 2019).

Implications for the design of interactive storybooks:

The comparative analysis of the two studies illustrates the importance of considering both academic and field perspectives in the development of interactive storybooks for language learning. The insights from academic experts provide a solid theoretical basis, informed by research on digital literacy, language pedagogy and interactive learning environments (Cope and Kalantzis, 2015b). These insights can inform the conceptualisation and design of the interactive storybooks, making sure that they are based on evidence-based practice and in line with current educational theories (Hirsh-Pasek et al., 2015).

On the other hand, the perspectives of field experts provide important practical insights into the realities of classroom implementation, student engagement, and the integration of digital tools into existing curricula (Hutchison and Woodward, 2018). These insights can inform an iterative development process, refining interactive storybooks based on feedback from educators who have a detailed understanding of their students' requirements and the challenges of the classroom environment (Dede, 2014).

Comprehensive design approach:

By integrating the findings from both studies, researchers can develop a more solid and comprehensive approach to designing interactive storybooks that support KS3 students' language learning. The combination of academic and practical relevance means that the resulting pedagogical tools are not only theoretically based, but also feasible in real-world contexts (Mayer, 2014).

6.3.3 Conclusion

The comparative analysis of the current study with the previous Delphi study of academic experts reveals the complementary features of the findings and their mutual contribution to the development of interactive storybooks for language learning. By adopting a consistent methodological approach and utilising the insights of both academic and field experts, the researcher can create pedagogical tools that are theory-based, practice-informed and optimised for the requirements of KS3 students. This integrated approach to participant selection and analysis will strengthen the credibility and potential impact of the research.

7.Discussion

7.1 Interpretation of results

7.1.1 Analysis of the findings

<Fig. 13: Code cloud visualisation of key themes

Figure 13 provides a code cloud visualisation of the key themes that emerged from the analysis of the selected schools' profiles using MAXQDA. This visualisation provides a visual overview of the most prominent themes such as 'community engagement', 'inclusive education', 'academic achievement' and 'personal development' (Kuckartz and Rädiker, 2019). Rather than focusing on the frequency of individual codes, the code cloud focuses on the overall trends and priorities that characterise the educational approaches and values of the selected schools (Cidell, 2010). This emphasis on the broader patterns and directions can inform the development of interactive storybooks by identifying the key areas that respond to the interests and needs of schools (Saldaña, 2021). By considering these overarching themes, the research project can secure that the designed tools are not only pedagogically effective, but also compatible with the schools' existing practices and objectives (Lähdesmäki et al., 2016).

7.1.2 Key themes and patterns

The analysis of the data using MAXQDA identified several key themes and patterns that provide valuable insights into the features and potential contributions of the selected schools (Kuckartz and Rädiker, 2019). The interpretation of these results focuses on emphasising significant findings and discussing their relevance to the research objectives (Leech and Onwuegbuzie, 2007).

Importance of Creativity and Innovation:

A notable insight is the importance of creativity, innovation and the potential of using technology in teaching and learning in the selected schools. This is in line with the growing recognition of the impact of digital literacy and 21st century skills in education (Voogt et al., 2013). The schools' motivation and interest in incorporating interactive storybooks into their curriculum implies that these tools have the potential to enhance language learning experiences and outcomes for KS3 students (Passig and Maidel-Kravetsky, 2016).

Diversity of Expertise and Experience:

In addition, the analysis identified a range of expertise and experience among the educators and staff in the selected schools. This diversity of perspectives and skills can contribute to a more comprehensive understanding of the challenges and opportunities associated with implementing interactive storybooks in the classroom (Henry, 2010). By utilising the insights and expertise of these field experts, the research project can develop more contextually relevant educational tools (Darling-Hammond, 2006).

7.1.3 Complementary Insights from Delphi Study

The comparative analysis with the results of the previous Delphi study also emphasised the complementary approach of the insights and their shared contribution to the development of interactive storybooks. The integration of academic and field perspectives will strengthen the theoretical and practical basis of the research and increase the potential for creating educational tools that are both evidence-based and feasible for classroom use (Vanderlinde and Van Braak, 2010).

7.1.4 Consideration of Study Limitations

In interpreting these findings, it is important to consider the limitations of the study, such as sample size and the potential for selection bias (Morse et al., 2002). Although the selected schools represent a variety of contexts and experiences, they may not be fully representative of all secondary schools in England. In addition, the qualitative approach to data analysis may be subject to researcher bias and interpretation (Noble and Smith, 2015). Acknowledging these limitations helps to provide a more balanced and transparent discussion of the findings.

7.2 Implications for the research project

7.2.1 Collaborative approach to a research project

<Fig. 14: Collaborative approach to a research project>

Figure 14 illustrates a proposed collaborative approach to the research project, involving educators as co-designers and co-researchers (Könings et al., 2014). This flowchart illustrates the stages of collaboration between researcher and educator, from initial design to implementation and feedback. Although this approach was not fully implemented in the current study, it provides a valuable guide for future research initiatives. By involving educators throughout the design, development and evaluation process, projects can benefit from their practical knowledge and insights, leading to the creation of more authentic and contextually relevant educational tools (Cober et al., 2015, Penuel et al., 2011). However, it is important to acknowledge that this collaborative approach was not fully realised in the current study, identifying a limitation that should be considered in further research projects.

7.2.2 Design, development and implementation implications

The findings from this study have important implications for the research project, particularly in terms of informing the design, development and implementation of interactive storybooks to enhance the language skills of KS3 students (Leu et al., 2015b). The insights generated from analysing the readiness, interest, and potential contributions of the selected schools can inform various aspects of the research project, enabling the resulting pedagogical tools to be designed to respond to the requirements and contexts of the target audience (Hutchison and Woodward, 2018).

7.2.3 Customisation and adoption.

A key implication is the potential contribution of the identified themes of creativity, innovation and technology integration to the design of the interactive storybooks. By focusing on the features and content of these tools to reflect the pedagogical priorities and practices of the selected schools, the research project can increase the possibility of adoption and use in the classroom (Bower, 2017). This customisation can also help to address potential barriers to implementation, such as lack of technical support or teacher training (Ertmer et al., 2012).

7.2.4 Involving local experts

In addition, the diversity of expertise and experience among teachers and staff in the selected schools reinforces the importance of involving these field experts throughout the research project (Cober et al., 2015). By incorporating educators as co-designers and co-researchers, the project can benefit from their practical knowledge and insights, leading to the development of more authentic and contextually relevant educational tools (Könings et al., 2011). This collaborative approach can also facilitate a sense of ownership and investment among the participating schools, increasing the sustainability and long-term impact of the research findings (Penuel et al., 2011).

7.2.5 Bridging theory and practice

The comparative analysis with the results of the previous Delphi study also has implications for the research project, particularly in terms of bridging the gap between theory and practice (Vanderlinde and Van Braak, 2010). By integrating findings from both academic and field perspectives, the project can develop a more comprehensive understanding of the issues that influence the successful integration of interactive storybooks in language learning (Fischer et al., 2007) This understanding can inform the development of evidence-based guidelines and best practice for the use of these tools in the classroom (Kennedy, 2016).

7.2.6 Recognising limitations

However, it is important to recognise that the implications of this study are subject to some limitations, such as the specific features of the selected schools and the qualitative approach to data analysis (Morse et al., 2002). While the findings provide valuable insights and direction for the research project, they may not be generalisable to all secondary schools or educational contexts (Shenton and Hayter, 2004). It is important for the researcher to remain aware of these limitations and to continue to engage with a wider range of stakeholders throughout the project to maintain the relevance and applicability of the research findings (Dede, 2014).

7.3 Potential implications for the development of interactive storybooks

7.3.1 Impact on the development of interactive storybooks

The insights from this study have the potential to have a substantial impact on the development of interactive storybooks for enhancing the language skills of KS3 students. By understanding the readiness, interest and potential contributions of the selected schools, as well as the insights from the comparative analysis with the previous Delphi study, the research project can create more contextually relevant educational tools (Abdul Jabbar and Felicia, 2015).

7.3.2 Incorporation of key themes

One potential impact is the incorporation of features and content that are in line with the identified themes of creativity, innovation and technology integration. By designing interactive storybooks that facilitate these skills and approaches, the research project can contribute to the development of 21st century literacies and competencies in KS3 students (Leu et al., 2018). This focus may also increase the potential for the adoption and sustained use of the storybooks in the classroom, as they will be perceived as valuable and compatible with the educational aims and practices of the participating schools (Rogers et al., 2014).

7.3.3 Involvement of educators and field experts

In addition, the involvement of educators and field experts throughout the development process can lead to the creation of interactive storybooks that are more authentic, user-friendly, and pedagogically grounded (Hirsh-Pasek et al., 2015). By utilising the practical knowledge and insights of these stakeholders, the research project can increase the potential for positive impact on student learning outcomes by creating a storybook design and implementation that is informed by real-world challenges and opportunities (Cober et al., 2015).

7.3.4 Blending academic and field perspectives

The comparative analysis with the previous Delphi study also indicates that the development of interactive storybooks should be based on a blend of academic and field perspectives (Vanderlinde and Van Braak, 2010). By integrating research-based principles and theories with educators' insights and experiences, the research project can lead to educational tools that are both evidence-based and practically relevant (Kennedy, 2016). This approach can also contribute to bridging the gap between research and practice in the area of language education, facilitating a more collaborative and iterative relationship between researchers and educators (Penuel et al., 2015).

7.3.5 Addressing implementation challenges

However, it is important to recognise that the potential impact of interactive storybooks may be influenced by various elements, such as the quality of implementation, the level of teacher support and training, and consistency with existing curricula and assessment practices (Ertmer and Ottenbreit-Leftwich, 2010). To maximise the potential benefits of these tools, the research project should consider developing comprehensive implementation guidelines, professional development resources and strategies for integrating the storybooks into the broader language learning environment (Koehler et al., 2013).

7.3.6 Continuous evaluation and feedback

In addition, the research project should establish mechanisms for ongoing evaluation and feedback to monitor the impact of the interactive storybooks on student learning outcomes and teacher practice (Bryk et al., 2015). By undertaking continuous improvement and refinement based on data and stakeholder feedback, the research project can keep the interactive storybooks relevant, effective and responsive to the evolving needs and contexts of KS3 language learning (Fishman et al., 2013).

8.Conclusion

8.1 Summary of key findings

Review of key outcomes:

The main findings of this study support the potential of interactive storybooks as a tool for enhancing the language skills of KS3 students. The analysis of the willingness, interest, and potential contributions of the selected schools indicates a close relationship between the educational priorities and practices of these institutions and the aims of the research project (Tondeur et al., 2017). The themes of creativity, innovation and technology integration emerge as key to the schools' approaches to teaching and learning, implying productive ground for the implementation of interactive storybooks (Henriksen et al., 2016).

Integration of theoretical and practical knowledge:

In addition, the comparative analysis with the previous Delphi study clarifies the complementary aspects of the findings from academic and field perspectives. This integration of theoretical and practical knowledge strengthens the basis for the development of interactive storybooks that are both research-based and contextually relevant (Vanderlinde and Van Braak, 2010).

Study limitations:

However, it is important to acknowledge the limitations of the study, such as the relatively small sample size and the potential for selection bias (Robinson, 2014). While the findings provide valuable direction for the research project, they should be interpreted with caution and validated through further research and stakeholder involvement (Tracy, 2010).

8.2 Recommendations for future research

8.2.1 Visual overview of future research directions

<Figure 15: Future research directions>

Figure 15 provides a visual overview of the recommended future research directions, based on the findings and limitations of the current study. The central node, 'Future research directions', branches into four key areas: broader studies, specific design features, long-term effects and professional development (Leu et al., 2015a, Pérez-Sanagustín et al., 2017). Each area is defined and accompanied by specific features that emphasise the focus and range of the proposed research. By considering these areas, future studies can contribute to a more comprehensive understanding of how interactive storybooks can be effectively integrated into language learning (Moos and Marroquin, 2010). The diagram serves as a roadmap for researchers, emphasising the importance of diverse samples, optimised design principles, longitudinal investigations and targeted support for educators (Bus et al., 2015, Tondeur et al., 2012). By exploring these recommended directions, building on the findings of the current study, future research can further advance the development and implementation of interactive storybooks as valuable tools for enhancing KS3 students' language skills (Hirsh-Pasek et al., 2015).

8.2.2 Broader studies with diverse samples

While this study provides useful insights into the potential contributions of selected schools in developing interactive storybooks to enhance the language skills of KS3 students, it also identifies several areas that could benefit from further investigation. Future research should build on these findings to mitigate the limitations of the current study and expand the understanding of how interactive storybooks can be effectively integrated into language learning (Leu et al., 2015a).

A key recommendation for future research is to conduct a broader study involving a more diverse sample of schools and educational contexts. This could include schools from different geographical regions, socio-economic backgrounds and achievement levels (Pérez-Sanagustín et al., 2017). By examining a broader range of perspectives and experiences, researchers can achieve a more comprehensive understanding of the elements that influence the adoption and impact of interactive storybooks in different educational contexts (Moos and Marroquin, 2010).

8.2.3 Exploring specific design features

In addition, future research should explore the specific design features and pedagogical strategies that optimise the effectiveness of interactive storybooks for language learning. This could include conducting experimental studies that compare students' learning outcomes using interactive storybooks with different levels of interactivity, multimedia elements, or scaffolding support (Bus et al., 2015). By identifying the most promising design principles and instructional approaches, researchers can inform the development of more focused and evidence-based interactive storybooks (Hirsh-Pasek et al., 2015).

8.2.4 Investigating long-term effects

Another recommendation is to investigate the long-term effects of using interactive storybooks on students' language skills, reading motivation, and digital literacy. Longitudinal studies that track students' progress over time can provide valuable insights into the sustainability and transferability of learning outcomes associated with interactive storybooks (Takacs et al., 2015). Such research could also explore how the use of interactive storybooks influences students' attitudes towards reading and their involvement with digital technologies for learning (Picton, 2014).

8.2.5 Professional development and support for educators

Finally, future research should investigate the role of school-based professional development and support for educators in the successful implementation of interactive storybooks. Studies that investigate the most effective approaches to training to educators on the technical and pedagogical aspects of using interactive storybooks can inform the design of focused professional development programmes (Tondeur et al., 2012). By understanding the challenges and support requirements of educators in integrating these tools into their practice, researchers can contribute to the development of more feasible and scalable implementation strategies (Hutchison and Reinking, 2011).

8.3 Next steps in the research project

8.3.1 Transforming insights into strategies:

Building on the findings and recommendations of this study, the next phases of the research project should focus on transforming the insights identified into feasible strategies for the design, development and implementation of interactive storybooks for the development of KS3 students' language skills. This process should involve close collaboration with the selected schools, as well as other relevant stakeholders such as educational technology developers, language education experts, and policy makers (Cober et al., 2015).

8.3.2 Establishing a collaborative design process

An important next move is to establish a collaborative design process that involves educators and students from the selected schools in the co-creation of interactive storybooks. This approach can provide assurance that the emerging tools are responsive to the specific requirements, interests and contexts of the intended users (Druin, 2002). By involving teachers and students throughout the design process, from brainstorming to prototyping and testing, the research project can benefit from their unique perspectives and expertise, leading to the development of more user-centred and pedagogically grounded interactive storybooks (Könings et al., 2017).

8.3.3 Developing an evaluation framework

Another important next stage is to develop a solid framework for evaluating the effectiveness and impact of interactive storybooks on students' language learning achievements. This framework should include multiple measures, including standardised language assessments, student and educator surveys, classroom observations, and learning analytics data (Lai and Bower, 2019). By employing a comprehensive evaluation approach, the research project can generate evidence-based insights into the strengths and limitations of the interactive storybooks to inform iterative improvements and future scale-up initiatives (Fishman et al., 2013).

<Fig. 16: Evaluation framework for interactive storybooks

Figure 16 illustrates a comprehensive evaluation framework for assessing the effectiveness and impact of interactive storybooks on students' language learning achievements. The central node, 'Evaluation Framework', is divided into four main branches: standardised assessments, surveys, observations, and learning analytics (Lai and Bower, 2019). Each branch is defined and accompanied by specific characteristics that clarify the focus and extent of the assessment methods. Standardised assessments will measure language skills through pre- and post-test scores, while surveys will collect feedback on user satisfaction and perceived effectiveness (Fishman et al., 2016). Observations track the implementation of interactive storybooks, focusing on teaching practice and student engagement, and learning analytics analyse digital interactions, keeping track of usage patterns, progress and engagement (Cope and Kalantzis, 2015a). By adopting this multifaceted approach, the research project can generate evidence-based insights into the strengths and limitations of interactive storybooks, informing iterative refinement and future scale-up initiatives (Dede et al., 2005). The diagram serves as a guideline for researchers, reinforcing the importance of a comprehensive evaluation framework in assessing the impact of interactive storybooks on KS3 students' language skills (Penuel et al., 2015).

8.3.4 Supporting resources and professional development for educators

In addition, the research project should prioritise the development of supporting resources and professional development opportunities for educators to facilitate the successful integration of interactive storybooks into their language learning practice. This could include the production of user guides, lesson plans and online training modules that provide guidance on the technical and pedagogical aspects of using interactive storybooks effectively (Tondeur et al., 2012). By building professional capacity of educators, the research project can promote the sustainable and scalable use of these new tools in language learning (Kopcha, 2012).

< Fig. 17: Professional development resources for educators>

Figure 17 presents a comprehensive overview of the professional development resources that should be developed to support educators in effectively integrating interactive storybooks into their language learning practice. The main hub, 'professional development resources', is sub-branched into five key components: user guides, lesson plans, online training modules, workshops and webinars, and support communities (Tondeur et al., 2012; Kopcha, 2012). Each section is accompanied by an overview and specific details that clarify the focus and coverage of the resource. User guides provide comprehensive manuals with instructions, problem-solving strategies, and established practices, while lesson plans provide ready-to-use materials with objectives, resources, hands-on activities, and assessments (Mishra and Koehler, 2006). Online training modules consist of interactive online sessions with video tutorials, quizzes and practical exercises, and workshops and webinars feature hands-on sessions that can be live or recorded, with Q&A and collaborative projects (Desimone, 2009). Support communities, such as online forums and groups, facilitate discussion, resource sharing and mutual support among educators (Dede et al., 2009). By developing this range of professional development resources, the research project can increase the capacity of educators to effectively integrate interactive storybooks into their classroom practice, facilitating the sustainable and scalable use of these new tools in language learning (Darling-Hammond et al., 2017).

8.3.5 Building partnerships for dissemination

Finally, the research project should establish partnerships with relevant organisations and stakeholders to explore opportunities to disseminate the findings and results of the study and to increase the use of interactive storybooks in language learning. This could include collaborating with educational technology companies to refine and disseminate the developed tools, working with education authorities to coordinate the use of interactive storybooks with curriculum standards, or involving teacher training institutions to integrate these tools into pre-service training programmes (Dede et al., 2005b). By facilitating a network of partnerships and advocates, the research project can increase its impact and contribute to systemic improvements in language learning (Penuel et al., 2015).

<Fig. 18: Partnership network for the dissemination of interactive storybooks>

Figure 18 illustrates the diverse network of partnerships that the research project is expected to establish in order to disseminate the results and promote the widespread use of interactive storybooks in language learning. The core node 'research project' is surrounded by six key stakeholder groups: educational technology companies, education authorities, teacher training institutions, selected schools, policy makers and professional development providers (Dede et al., 2005a, Penuel et al., 2015). Each field is accompanied by a description of potential actions and specific details that emphasise the role and contribution of each stakeholder group. Educational technology companies can collaborate in refining and distributing interactive storybooks, providing technical support, improving digital features, and promoting adoption (Greenhow et al., 2009). Educational authorities can help adapt interactive storybooks to curriculum standards, facilitate endorsement processes, integrate them into curricula, and provide guidelines (Fishman et al., 2016). Teacher training institutions can integrate interactive storybooks into pre-service training, design training modules, and support new educators (Tondeur et al., 2016). Selected schools can co-create and pilot storybooks, provide feedback and test them in classrooms (Cober et al., 2015). Policymakers can support policy revision and advocate for adoption and funding to secure the necessary resources (Penuel et al., 2015). Finally, professional development providers can provide ongoing training and support by creating workshops, webinars and resources (Lawless and Pellegrino, 2007). By facilitating this diverse network of partnerships, the research project can increase its impact and contribute to systemic improvements in language learning through the widespread use of interactive storybooks.

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