Integrating Design-Based Research and Agile Scrum for Inclusive Educational Technology Design: Best Practices and Challenges from an Accessible Augmented Reality Learning Authoring Tool Project

Designing inclusive multimedia systems that meet diverse accessibility needs remains a complex challenge requiring iterative refinement and sustained collaboration with end-users. This paper presents an empirically grounded case study of an accessible Augmented Reality (AR) authoring tool project that integrates Design-Based Research (DBR) with Agile Scrum. By blending DBR’s iterative design experimentation with Scrum’s adaptive software development cycles, we designed and implemented a multimedia authoring tool for instructors with diverse accessibility needs. We document the best practices derived through iterative evaluation, such as early stakeholder involvement, the use of accessibility-focused user stories, and the alignment of research evaluation cycles with sprint reviews. The study also identifies key challenges, including balancing research and development goals, coordinating interdisciplinary roles, and maintaining an accessibility focus under compressed iteration cycles. We situate our contribution within prior DBR–Agile integrations, emphasizing its novelty in addressing inclusive system design rather than pedagogical interventions. The paper offers actionable insights and a validated methodological framework for human–computer interaction (HCI) researchers and practitioners seeking to design accessible multimedia systems by leveraging the complementary strengths of DBR and Agile Scrum.