Using Computer-Based Learning Environments to Study the Role of Self-Regulation While Performing Inquiries Into the Causes of Historical Events

• In Event: Media, Imagery, and History Education

Abstract

Understanding history requires the ability to reason about the causes and contributing factors that led to the occurrence of past events. However, students face significant challenges in regulating their own learning while performing inquiries into the causes of historical events. In this study, we use a computer-based learning environment as a platform to study the role of self-regulation in learning through historical inquiry. We collected data from twenty-two undergraduate students who were unfamiliar with the domain and topic. We fitted both statistical and computational models to the data with the aim of better understanding how skills are acquired, practiced, and refined in the context of the learning environment. We discuss the implications of our findings in terms of improving instruction.

Authors

• Eric G. Poitras, University of Utah

• Susanne P. Lajoie, McGill University