The role of emerging digital technologies in instructional design: benefits and challenges

1. Introduction
Today, globally, emerging digital technologies (EDTs) are reshaping the way we perceive the world, that is, the ways we work, live, communicate, relate to each other and even the way we learn as humans. This scenario has been increasing, mainly during the last decade and even more so, after the COVID-19 pandemic [1]. The use and widespread use of these technologies have innovated educational tools and the methods by which they are used and implemented [1] [2]. Nowadays, we can speak of new perspectives and needs, both for common users and for students at different levels and learning areas [3]. Instructional design presents new challenges in this scenario because technology is no longer a means, complement, or support. It has become the key to generating accessible, interactive, immersive, and personalized learning experiences.

EDTs are technological innovations that include artificial intelligence (AI), adaptive learning platforms, mobile applications, simulator use, gamification, and augmented and virtual reality. They are characterized by being recent or in development, as well as having the ability to cause a significant, transformative impact on the area in which they are applied, and on the people who use them [4] [5] [6]. Instructional design has traditionally been characterized by focusing on theories and pedagogical models that sequentially organize content, tools, evaluations and other elements according to the educational context in which teachers use them [7]. Given the relationship between instruction and the technological means of sharing it, adapting to the opportunities offered by EDTs is imperative. To achieve integration, it is essential to understand what EDTs are, how they are used, and which ones are most appropriate according to students' individual needs and the availability of resources. They are recent and/ or developing technologies, so their understanding and use are still being explored.

This contrast raises a profound reflection on the role of EDTs in instructional design, as they substantially influence learning environments by enabling experiences that previously seemed unattainable [8]. Therefore, both the teacher and the student are active participants in the new digital ecosystem. This ecosystem can be successfully developed to the extent that both components find synergy [9]. Although these innovations offer many benefits and expectations, there are also challenges that in countries such as Colombia are more evident due to the diverse social situations present in the regions. Although these innovations offer many benefits and expectations, there are also challenges that in countries such as Colombia are more evident due to the diverse social situations present in the regions [10].

This article reflects on the role of ODTs in instructional design, addressing the associated benefits and challenges. This exploration will allow rethinking how rapidly expanding technological innovations should be integrated into educational environments to improve learning methods and make them more accessible, equitable, and personalized.

2. Instructional Design
Instructional design is considered a systematic tool that aims to promote the structure and generation of strategies that allow the development of efficient, effective and efficacious learning scenarios [7] [11]. This discipline promotes solutions through a planning, development, and evaluation process that integrates materials, various types of resources, people, and competencies according to objectives [12]. One of the central aspects to consider when designing is that it must address the needs of students and users. Depending on the methodology, it will have a technological component to support the entire process, therefore, increasing its impact and adding value [13]. In this sense, it is appropriate to reflect on what is the most suitable model for designing successful, adaptive and personalized learning experiences?

2.1 ADDIE Model
There are several traditional models to guide the instructional design process; each one contains specific characteristics and aspects that may make them more or less suitable for implementation according to the application context. Considering its elements, characteristics, advantages, usefulness, recognition, and flexibility, the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model has been explored for its ease of incorporating EDTs. Figure 1 shows the model's stages and explains why it is a suitable guide for this purpose.

According to [14], the most outstanding features of this model to facilitate the integration of EDTs in an instructional design in an assertive and suitable way are many, among which we can highlight the following significant aspects:

• User-based approach: the model starts with a preliminary diagnostic stage, where emphasis is placed on the needs and characteristics of the context. The scenario allows covering most of the possible elements in the educational environment, the current implementation capabilities and the
• Flexibility: the development and implementation phases have an important follow-up and monitoring component; through continuous evaluation and feedback. This allows the effectiveness of the technology in achieving the objectives and formulate improvement actions to adjust for possible deviations or poor results.
• Adaptability and customization: from the first stage through to evaluation, the model allows the feasibility of the technology to be determined based on the characteristics of the environment, the ways of integrating it and proposing changes if necessary. These decisions are based on the objectives set, on the needs to be met and on the capacity of the EDTs to adapt to these requirements from the general to the particular.

3. EDTs
The field of education is no stranger to continuous technological evolution. In fact, this evolution has brought about significant changes in how learning takes place, how it is taught, and how institutions manage the knowledge generated during the process [2]. Documents [15] and [16] mention that aspects of education impacted by dramatic technological innovation include the following:

• More accessible education: through online platforms that offer free or low-cost portfolios.
• Improved ways of communicating: collaborative tools that enable real-time information exchange and the creation of global communities.
• Timely and effective assessment: tools that automate interactive, continuous and competencybased assessment processes, tracking systems.
• Process automation: institutions have opted to implement management platforms that facilitate training processes inside and outside the classroom, as well as the use of data analytics to identify behavioral patterns.

Now, with respect to the influence produced specifically by EDTs, the following can be found:

• Diversification of teaching methods: the integration of interactive and immersive tools has led to broadening the way educators teach, making the process more engaging, novel and creative.
• Personalization of learning: this type of technology makes it possible to adapt the content to the needs and pace of learning. By analyzing data and algorithms, it is possible to adjust the instructional planning according to the progress observed in the users.

3.1 Criteria for evaluating an ETD
As has been identified, technology during the last few years has presented a major advance and transformation compared to other decades [17].

However, some types of technologies have stood out mainly for their disruptive impact. They have opened up new opportunities in different areas, one of them being education [18] [19]. They stand out mainly because they offer more reliable, intelligent and efficient solutions. Figure 2 shows some criteria to be considered in terms of whether a technology is emerging or not. In this sense, it is essential to reflect on these characteristics, as it will allow decisions to be made regarding its use, benefits and opportunities, without forgetting the challenges in terms of what might be expected of it in the future.

The following are the most commonly used EDTs in learning processes, based on the most widely accepted definitions in the literature.

• Artificial Intelligence (AI). Systems that simulate human intelligence and interact by asking questions.
• Augmented Reality (AR) and Virtual Reality (VR). Immersive environments that enhance the learning experience.
• Simulators. Replicate real-world situations in a controlled, virtual environment.
• Gamification. Use of elements and principles of video games, in order to increase motivation and participation.
• Mobile Learning Tools. Allow access to educational content through (smartphones, tablets).

3.2 Pertinencia de las TDE´s en un diseño instruccional The appropriateness and relevance of a technology is determined by its capacity to improve the quality of learning and achieve the expected results. [1], [8], [9] mention that the relevance of a technology becomes evident when the following conditions are met:

• Aligned with learning objectives
• Facilitates the teaching-learning process
• Adapts to the characteristics and needs of users
• Improves interaction and participation
• Is accessible and easy to use
• Evolves according to user progress

In this sense, Figure 3 presents a series of questions to help reflect on the suitability of technologies according to a particular educational context. The number, scope, and depth of these questions depend on the teacher's knowledge of the context and his or her personal skills in implementing technology-mediated designs.

3.3 Ethical use of EDTs
Once the process of reflection and analysis of relevance has been completed, it is necessary to move on to the security and ethical aspects of the use of technologies in education and in particular of EDTs, taking into account their particular characteristics of expansion, development and growing evolution. In Colombia there is currently no specific law that specifically regulates the so-called ETDs. However, there is a series of regulations focused on other aspects associated with the appropriate use of online information and technology [20]. The following are the most relevant aspects on the subject that should be part of the diagnosis and preliminary analysis of the process in an instructional design that implements EDTs:

• Privacy and data protection (Law 1581 of 2012. Personal Data Protection Law. Law 1273 of 2009. Typifies computer crimes).
• Accessibility and Inclusion (Law 1346 of 2009. Convention on the Rights of Persons with Disabilities).
• Copyright and Intellectual Property: (Law 23 of 1982) Regulates copyright. (Law 1915 of 2018: On the Use of Digital Content).
• Safe and responsible use of ICT. (Law 1620 of 2013. National System of School Coexistence).
• AI in education (National Artificial Intelligence Policy (2020)).

Now, taking the above aspects into account, we reach the point where reflection must be integral. In each instructional design stage, EDTs' role must be considered to produce the expected improvement effect on the addressed problem or the identified needs. What strategies should be developed to effectively incorporate technology?

4. EDTs Integration Strategies - Instructional Design
The ADDIE instructional design model is the most appropriate for incorporating this type of technology into teaching and learning processes. It is essential to reflectively analyze each stage, considering what is expected and how technology could influence the outcome. The following is a list of some relevant questions to deepen the analysis of the role of EDTs:

• Is the existing technology infrastructure adequate?
• What is the level of digital competence of teachers and students?
• What is to be improved and what would be the most appropriate EDT?
• What are the learning objectives and what is expected to be achieved by integrating EDTs?
• What is the EI pedagogical model that will guide the design and how will technology mediate the process?
• What tools are useful for evaluation and feedback, can technology optimize monitoring?
• Can the technology used optimize the process of personalization of learning?
• Do the conditions exist to work in immersive environments and/or experiential learning?

4.1 Challenges in the implementation of EDTs
Significant studies have been conducted on the Colombian educational system, and as in other Latin American countries, it has great potential for transformation due to global policies and the use of technology. Currently, this type of technology is not fully regulated in Colombia [21]. The main challenges to be faced in the medium and long term are considered below [2] [4] [5], [10], [22]:

• Digital divide: the inequality of access in specific areas of the country that due to their geographic or cultural characteristic or poverty rates, limit the use of technology.
• Teacher training: the lack of training and digital competencies for technology in general and specifically for these is significant. This hinders the methodologies.
• Limited resources: the implementation and use of technology requires investment in infrastructure, equipment acquisition, training and other aspects. There are difficulties in distributing budgets and lack of investment.
• Resistance to change: In some areas, a lack of knowledge about these technologies, mainly AI, may cause fear and delay the modernization process.
• Deficient infrastructure: some areas do not have adequate spaces for the implementation of innovative technologies that require specific conditions and in some cases particular conditions.
• Lack of national policies: although initiatives are underway, there is no robust, disseminated and standardized strategic framework in place in a specific way.
• Sustainability: In the absence of clear policies on the subject, technological stability and updates pose risks of obsolescence, loss of economic resources, and deterioration.
• Security and privacy: in general, there is a need for greater rigor and follow-up of existing regulations and the generation of policies. For some of the EDTs, such as AI and big data analysis, significant concerns are raised regarding data processing, privacy and ethical use.

5. Conclusions

Emerging digital technologies offer a wide range of opportunities, benefits and challenges to address more dynamic, immersive and innovative teachinglearning processes; among the key aspects to improve are motivation, assessment/monitoring and personalization.

EDTs such as AI, AR-RV, Big data and gamification provide the possibility to design and implement interactive experiences for more efficient learning through the adaptation of content and activities tailored to the needs of users, increasing their motivation and engagement.

Implementing these types of resources makes them accessible globally, promoting autonomous and continuous learning. At the same time, it strengthens digital skills and consolidates key competencies, such as problem solving, critical thinking, and collaboration.

In addition to having a positive impact on the learning process, diversi ied approach EDTs also facilitate teaching in an automated manner by providing immediate evaluation and feedback possibilities, personalized follow-up and dynamic content adjustment.

Colombia presents several challenges in the use of ICTs: digital divide, insu icient teacher training, resistance to change, high costs, impossibility of sustaining the technologies and concerns about privacy and ethical use are some of the aspects that must be addressed in a timely manner through government policies aligned with the needs and characteristics of the regions.