The Role of Integrated Mixed Methods Autoethnography in Design-Based Research

As we (Tony and Sandra) immerse ourselves in the dynamic world of educational research methodologies, theconcept of design-based research (DBR) captures our attention and our imagination. DBR is not merely amethodology; it is a collaborative journey that draws us—alongside fellow researchers, educators, learners, andthe broader community—into a shared quest for innovation in education, instructional technology, and thelearning sciences. As we engage with DBR, we are captivated by its foundational premise: the collaborative fusionof minds—educators, learners, parents, and other stakeholders—each bringing their unique perspectives to bearon the complex and complicated educational challenges that dwell within the confines of our classrooms,communities, and beyond (Onwuegbuzie et al., 2023a). It is a methodology that is not only used to addressresearch questions of interest, but also to foster a culture of co-investigation, co-creation, co-ideation, coreflection, and, most importantly, co-decision making aimed at enhancing practice and generating actionableinsights. We are particularly intrigued by the metaphorical dance between DBR and mixed methods research(MMR), coined by Onwuegbuzie et al. (2023b) as MM-DBR, which resonates deeply with our own researchethos. It is an approach that promises a more holistic understanding, integrating numerical precision with narrativecomplexity. Yet, as we explored the broad landscape of literature, guided by the meticulous review of research byOnwuegbuzie et al. (2023a), a striking observation emerged: only a handful of works, 68 to be precise, from thevast expanse of time stretching from January 1, 1960, to May 31, 2022, have involved the conduct of MM-DBR.These studies, predominantly emerging in the last decade, signal a growing interest, yet underscore a line ofresearch ripe for exploration. In our methodological journey, we uncovered a curious gap: not a single study hasinvolved either the integration of MM-DBR and autoethnography, or the integration of MM-DBR and mixedmethods (MM) autoethnography—a fusion that we have coined integrated mixed methods autoethnographicdesign-based research (IMMA-DBR). Our narrative delves into this uncharted territory, illuminating theintersection of DBR and autoethnography through the lens of integrated mixed methods research. Here, weexplore their reciprocal roles—how autoethnography enriches DBR and vice versa. Through our methodologicalproposition, we advocate for a holistic research paradigm—one that integrates the complex tapestry of humanexperience with empirical inquiry to generate empathetic, nuanced understandings and dynamic educationaltransformations—yielding a vast yet uncharted territory. We invite fellow researchers and practitioners alike tonavigate the intricate interplay between the personal and the empirical, crafting research that is reflective andrigorous as well as deeply attuned to the complexities of educational ecosystems. Through IMMA-DBR, weenvision a future wherein educational research not only addresses the theoretical and practical, but also embracesthe profoundly personal, bridging gaps to foster a more empathetic, inclusive, and effective educational landscape