Exploring Higher Agency Roles for Learning with Educational Technology and Multimedia
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| Title: | Exploring Higher Agency Roles for Learning with Educational Technology and Multimedia |
|---|---|
| Language: | English |
| Authors: | Rod D. Roscoe, Kyrsten Novak, Amanda King, Melissa M. Patchan |
| Source: | Grantee Submission. 2018Paper presented at the Annual Meeting of the Human Factors and Ergonomics Society (2018). |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2018 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A120707 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Technology, Multimedia Instruction, Student Role, Learner Engagement, Personal Autonomy, Undergraduate Students, Writing Instruction, Connected Discourse, Instructional Effectiveness, Student Attitudes |
| Assessment and Survey Identifiers: | Gates MacGinitie Reading Tests |
| DOI: | 10.1177/1541931218621468 |
| Abstract: | 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.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | ED636217 |
| Database: | ERIC |
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