ERIC Number: ED636217
Record Type: Non-Journal
Publication Date: 2018-Sep
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Exploring Higher Agency Roles for Learning with Educational Technology and Multimedia
Rod D. Roscoe; Kyrsten Novak; Amanda King; Melissa M. Patchan
Grantee Submission, Paper presented at the Annual Meeting of the Human Factors and Ergonomics Society (2018)
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. [This paper was published in: "Proceedings of the Human Factors and Ergonomics Society 2018 Annual Meeting," 2018, pp. 2074-2078.]
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
IES Funded: Yes
Grant or Contract Numbers: R305A120707