Exploring higher agency roles for learning with educational technology and multimedia

Rod D. Roscoe, Kyrsten Novak, Amanda King, Melissa M. Patchan

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Scopus citations

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.

Original languageEnglish (US)
Title of host publication62nd Human Factors and Ergonomics Society Annual Meeting, HFES 2018
PublisherHuman Factors and Ergonomics Society Inc.
Pages2074-2078
Number of pages5
ISBN (Electronic)9781510889538
DOIs
StatePublished - 2018
Event62nd Human Factors and Ergonomics Society Annual Meeting, HFES 2018 - Philadelphia, United States
Duration: Oct 1 2018Oct 5 2018

Publication series

NameProceedings of the Human Factors and Ergonomics Society
Volume3
ISSN (Print)1071-1813

Conference

Conference62nd Human Factors and Ergonomics Society Annual Meeting, HFES 2018
CountryUnited States
CityPhiladelphia
Period10/1/1810/5/18

Keywords

  • Educational technology
  • Engagement
  • Multimedia
  • User experience
  • Writing instruction

ASJC Scopus subject areas

  • Human Factors and Ergonomics

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  • Cite this

    Roscoe, R. D., Novak, K., King, A., & Patchan, M. M. (2018). Exploring higher agency roles for learning with educational technology and multimedia. In 62nd Human Factors and Ergonomics Society Annual Meeting, HFES 2018 (pp. 2074-2078). (Proceedings of the Human Factors and Ergonomics Society; Vol. 3). Human Factors and Ergonomics Society Inc.. https://doi.org/10.1177/1541931218621468