FIETS: a tool for assessing the embedding of theory in engineering education intervention research

Abstract

Engineering Education Research (EER) is characterised as having low consensus due to its diversity of perspectives and approaches. Educational theories are important for establishing consensus as they can ground the design and analysis of educational interventions in scientific discourse. Hence, to aid EER researchers in evaluating theory use while conducting (systematic) literature reviews on educational interventions, our paper introduces a quality assessment tool: the Framework for Identifying the Embedding of TheorieS (FIETS). FIETS systematises and informs the analysis of 1) which educational theories are reported in a body of literature, and 2) to what extent these theories are embedded in the design and analysis of an educational intervention. We detail the development of FIETS over multiple iterations, explain its use, and showcase its application using a case study from an existing systematic literature review. We demonstrate the insights that can be generated and how researchers can benefit from this tool.