Open Science and Educational Technology Research
Over the last decade a spate of issues has been emerging in empirical research spanning diverse fields such as biology, medicine, economics, and psychological science. The crisis has already led to fundamental shifts in how research is being conducted in several fields, particularly psychological science. Broadly labelled the ‘replication crisis’, these issues place substantial doubt on the robustness of peer-reviewed quantitative research across many disciplines. In this editorial, we will delve into the replication crisis and what it means for educational technology research. We will address two key areas, describing the extent to which the replication crisis applies to educational technology research and suggestions for responses by our community.
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