The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on these theories and empirical results, a social-processes-augmented theory is suggested: the Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). This CASTLE postulates that social cues in digital materials activate social schemata in learners leading to enhanced (para-)social, motivational, emotional, and metacognitive processes. To substantiate this theory, socio-cognitive theories are used, which predict social influences on learning with digital materials. Besides, previous empirical findings are presented assuming that with a rising number of social cues in digital materials, the influence of social processes increases. Finally, consequences regarding the design of digital learning media are discussed

Retrieval-, Distributed-, and Interleaved Practice in the Classroom:A Systematic Review

Three of the most effective learning strategies identified are retrieval practice, distributed practice, and interleaved practice, also referred to as desirable difficulties. However, it is yet unknown to what extent these three practices foster learning in primary and secondary education classrooms (as opposed to the laboratory and/or tertiary education classrooms, where most research is conducted) and whether these strategies affect different students differently. To address these gaps, we conducted a systematic review. Initial and detailed screening of 869 documents found in a threefold search resulted in a pool of 29 journal articles published from 2006 through June 2020. Seventy-five effect sizes nested in 47 experiments nested in 29 documents were included in the review. Retrieval- and interleaved practice appeared to benefit students’ learning outcomes quite consistently; distributed practice less so. Furthermore, only cognitive Student*Task characteristics (i.e., features of the student’s cognition regarding the task, such as initial success) appeared to be significant moderators. We conclude that future research further conceptualising and operationalising initial effort is required, as is a differentiated approach to implementing desirable difficulties

Multimedia mathematics intervention for math-delayed middle school students

The purpose of this study is to determine if the Sharpening Math Skills Lab technology-mediated mathematics instructional practices for math-delayed middle school students have positive effects on their mathematics achievement and spatial visualization ability and to gauge student engagement in learning, implementation of the principles of instructional design, and attitudes toward mathematics instruction. The results of a recent meta-analysis report a range of significantly positive to significantly negative effect sizes which establish a need for further evaluation of academic achievement utilizing technology-mediated mathematics programs at the middle school level (Slavin, Lake, & Groff, 2007). The literature (Moreno & Mayer, 2000) also suggests examining the principles of multimedia instructional design as they relate to programs such as those utilized in the Sharpening Math Skills Lab. The need for testing for relationships between student spatial visualization and problem solving ability (Wheatley, 1991), student attitudes and motivation toward mathematics (Tapia & Marsh, 2004), and students’ behavior while engaged in multimedia learning activities has also been established in the literature. This quasi-experimental study compares academic achievement of 109 southwest Louisiana 6th, 7th, and 8th grade students in one school who participated in a treatment program of technology-mediated remedial math instruction with 162 - 6th, 7th, and 8th grade students from two other schools in the same district who received traditional classroom mathematics instruction. The experimental group attended the Sharpening Math Skills Lab 45 minutes per day utilizing FASTTMath software and iSucceed software with individual assistance provided by the lab facilitator and math teacher. Measurement instruments include Scantron Performance and Achievement Series tests, Wheatley Spatial Ability Test (WSAT) (1996), and Attitudes Toward Math Survey (ATMI) (Tapia, 1996). Qualitative data about the experimental group including levels of engagement and the effectiveness of instructional design of the software utilized were also gathered. Positive outcomes of the study include making “best practices” recommendations for remedial mathematics instruction of math-delayed middle school students. Data accumulated in the study contributes to the body of evidence on the usefulness of technology-based remediation practices and provides important information to school officials in the development of curricular and budgetary decisions