Exploring Higher Agency Roles for Learning with Educational Technology and Multimedia
Exploring Higher Agency Roles for Learning with Educational Technology and Multimedia
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探索教育技术和多媒体学习的高级代理角色
DOI：
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发表时间：
2018
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通讯作者：
Melissa Patchan
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作者：
Rod D. Roscoe;Kyrsten Novak;Amanda L King;Melissa Patchan
多媒体内容的教育技术可以支持有效的学习，但这些结果受到学习者的认知参与或自我调节水平的调节。作为一种鼓励更深入的认知参与而不需要重新设计或重新开发软件的方式（例如，建立更多的提示，脚手架，或自动化的支持），这项研究调查改变学生用户的角色。具体来说，本研究考虑如何建立一个“设计师”或“教师”的角色可能会激发更好的参与和学习比默认的“学习者”的角色。我们提出了这一假设的理论背景，设计和探索性研究的结果与大学生学习的衔接写作。
Educational technologies with multimedia content can support effective learning, but these outcomes are moderated by learners’ level of cognitive engagement or self-regulation. As a way to encourage deeper cognitive engagement without redesigning or redeveloping software (e.g., building more prompts, scaffolds, or automated support), this study investigates changing the role of the student user. Specifically, this research considers how instituting a “designer” or “teacher” role may inspire better engagement and learning than the default “learner” role. We present the theoretical background, design, and results of an exploratory study of this hypothesis with college students learning about cohesion in writing.