Higher Agency Roles for Learning With Educational Technology and Multimedia

• In Event: Poster Session 12
  In Poster Session: Explorations at the Intersection of Technology and Learning

Abstract

Educational technologies and multimedia materials can support effective learning, but these outcomes can be moderated by learners’ level of cognitive engagement or self-regulation. As a way of encouraging deeper cognitive engagement without redesigning or redeveloping software (e.g., to build in prompts, scaffolds, or other automated support), this study investigates changing the role of the student user. Specifically, this research considers how offering a “designer” or “teacher” role may inspire better engagement and learning than the default “learner” role. As this study is ongoing, this paper presents the theoretical background, study, design and preliminary data. The full study and planned analyses will be completed in the Fall semester of 2017.

Authors

• Kyrsten Novak, Arizona State University

• Amanda King, Arizona State University

• Rod D. Roscoe, Arizona State University Polytechnic