Document Type

Conference Proceeding

Publication Date

1-1-2024

Journal / Book Title

Proceedings of International Conference of the Learning Sciences ICLS

Abstract

This study investigates learners' cognitive engagement patterns in an online, self-directed learning environment enriched with multiple external representations. Participants interacted with scaffolded online modules with prompt questions designed based on the Interactive, Constructive, Active, and Passive (ICAP) framework. Data was collected through students' responses to knowledge tests, question prompts, and student-module interaction videos. A diversity in students' engagement patterns was observed which led to different learning outcomes. Findings reveal that constructive responses to prompt questions are associated with improved learning outcomes. Video analyses show that high achievers also engage in careful reading of instructional texts and purposeful simulation manipulation. This study contributes to understanding the nature and diversity of student engagement patterns and informs the effective design of self-directed online environments with multiple representations.

DOI

10.22318/icls2024.530792

Rights

© 2024 International Society of the Learning Sciences. This article is being shared under license by the publisher.

Published Citation

Su, M., T.H., M., Nagashima, T., Gole, J., Xin, Y., & Ha, J. (2024). Exploration of Cognitive Engagement Patterns in Online Environments with Multiple External Representations. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 194-201). International Society of the Learning Sciences.

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