Abstract
In recent years, several scholars have called for more inquiry on the role of interactive media in learning in the digital and hyperconnected world. While the interplay of technology and learning may be difficult to fully unfold, current evidence suggests that technological innovations have an important effect on learning, engagement, and achievement in all educational settings—formal, non-formal, and informal. This book compiles contemporary and multidisciplinary research in this area, with the goal of arousing other investigators to contribute to the growing empirical literature on interactive media for learning. The chapters in this book explore research questions on technologically mediated learning from a variety of theoretical and methodological frameworks in several different types of educational contexts, and from different participant perspectives (students and teachers). In doing so, the book is expected to shed light and raise academic discussions on the interplay of interactive media and learning in formal, non-formal, and informal educational settings—how learning gains emerge and are documented, and how the use of interactive media relates to important behavioral, motivational, and achievement outcomes.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care, (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Australia: Springer. https://doi.org/10.1007/978-94-007-2324-5.
Bricken, M. (1991). Virtual reality learning environments: Potentials and challenges. ACM SIGGRAPH Computer Graphics, 25(3), 178–184.
Briscoe, G. (2010). Complex adaptive digital ecosystems. In Proceedings of the International Conference on Management of Emergent Digital EcoSystems (pp. 39–46). ACM.
Dede, C. (2010). Comparing frameworks for 21st century skills. In J. A. Bellanca (Ed.), 21st century skills: Rethinking how students learn. Solution Tree Press.
Díaz, P., Acuña, P., Aedo, I., & Ocker, R. (2011, April). The impact of working in Partially Distributed Teams in a Web Design course. In 2011 IEEE Global Engineering Education Conference (EDUCON) (pp. 358–365). IEEE.
Floridi, L. (2015). The online manifesto: Being human in a hyperconnected era. Cham, Heidelberg, New York, Dordrecht, London: Springer.
Ioannou, A. (2018). A model of gameful design for learning using interactive tabletops: Enactment and evaluation in the socio-emotional education classroom. Educational Technology Research and Development, 1–26.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lowyck, J. (2014). Bridging learning theories and technology-enhanced environments: A critical appraisal of its history. In Handbook of research on educational communications and technology (pp. 3–20). New York, NY: Springer.
Ocker, R. J., Rosson, M. R., Kracaw, D., & Hiltz, S. R. (2009). Training students to work effectively in Partially Distributed Teams. ACM Transactions on Computing Education, 9(1), Article 6.
O’Donnell, A. M. (2012). Constructivism. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues (pp. 61–84). Washington, DC: American Psychological Association.
Spiro, R. J., Coulson, R. L., Feltovich, P. J., & Anderson, D. K. (1988). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. Technical Report No. 441.
Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625–636.
Wittrock, M. C. (1974). Learning as a generative process. Educational Psychologist, 11, 87–95.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2.
Acknowledgements
This research has been partly supported by the project that has received funding from the European Union’s Horizon 2020 Research and Innovation Programme under Grant Agreement No. 739578 (RISE—Call: H2020-WIDESPREAD-01-2016-2017-TeamingPhase2) and the Government of the Republic of Cyprus through the Directorate General for European Programmes, Coordination and Development.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Díaz, P., Ioannou, A. (2019). Learning in a Digital World: An Introduction. In: Díaz, P., Ioannou, A., Bhagat, K., Spector, J. (eds) Learning in a Digital World. Smart Computing and Intelligence. Springer, Singapore. https://doi.org/10.1007/978-981-13-8265-9_1
Download citation
DOI: https://doi.org/10.1007/978-981-13-8265-9_1
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-8264-2
Online ISBN: 978-981-13-8265-9
eBook Packages: Computer ScienceComputer Science (R0)