<![CDATA[Mobile resources for computer hardware learning are usually developed as media products without an explicit instructional sequence. This design and development study, guided by the ADDIE framework, designed and pilot-evaluated an instructional model whose syntax, Visualize, Explore, Diagnose, and Reflect (VEDR), was derived from multimedia learning and cognitive load theory, constructivist exploration, diagnostic problem solving, and feedback-driven reflection, with an Android application as its support system. Needs were analysed with questionnaires from 90 students and three lecturers and an observation of the learning environment; three experts validated the prototype; and one intact class of 40 first-semester students completed a ten-item concept test before and after implementation. Initial understanding of hardware concepts was the students' weakest indicator (72.22%), and facilities and laboratory the lecturers' weakest (66.67%). Experts rated the design of the model's intended effects as highly valid (Aiken's V = 0.972). The class mean rose from 48.6 to 76.3, a moderate class-average normalized gain (Hake) of 0.54. The study contributes a pilot-tested instructional sequence that links each phase to a documented need and a theoretical principle; its effect relative to conventional instruction remains to be tested in a controlled study.]]>
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