Research Question | While considering cognitive processes, how can learning strategies be grouped to predict learning and assist instructional designers in creating richer experiences?
Experimental Design | Participants learned biology concepts while using passive, active, or constructive strategies, such as reading, reading while highlighting, and reading while self-explaining, respectively.
Results | Although techniques assigned to the learners did not predict learning, those who reported doing active and constructive strategies learned more. Learners’ backgrounds and motivations are an important consideration when trying to encourage deeper learning.
This research was conducted at the Georgia Institute of Technology, Problem Solving and Educational Technology Lab from 2009 to 2010.
Masters Thesis Researcher: Keith R Bujak
Advisor: Dr Richard Catrambone
Committee Chair: Dr Gregory Corso
Committee Member: Dr Mark Guzdial