Perceived control and choice benefit motivation and simple-fact learning, but most students do not manage their learning effectively when given choice¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Controlling even incidental aspects of the learning context benefits engagement and learning test scores, and perceived-but-not-actual control can improve memory for content. → Garvin Brod 2023 q2 i? A wealth of evidence suggests most students do not know how to manage their learning effectively, making ineffective choices such as too-easy tasks or rereading. → Garvin Brod 2023 (2)

Evidence¶

Garvin Brod 2023¶

Garvin Brod, Natalia Kucirkova, Joshua Shepherd, Dietsje Jolles, Inge Molenaar. (2023). Agency in Educational Technology: Interdisciplinary Perspectives and Implications for Learning Design. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09749-x

q2 · i? · review · r2

The review reports studies on declarative learning showing perceived control benefits engagement and test scores, citing Cordova and Lepper (1996), and notes that tricking people with perceived but not actual control likewise improved memory, citing Murty et al. (2015) and Schneider et al. (2018).

"Even if students can only control incidental aspects of the learning context, this benefits their engagement in learning and learning test scores (Cordova & Lepper, 1996)."

Garvin Brod 2023 (2)¶

Garvin Brod, Natalia Kucirkova, Joshua Shepherd, Dietsje Jolles, Inge Molenaar. (2023). Agency in Educational Technology: Interdisciplinary Perspectives and Implications for Learning Design. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09749-x

q2 · i? · review · r2

The review states there is little evidence for agency benefits in complex learning scenarios such as choosing which tasks to work on, and that students make ineffective choices such as selecting too easy tasks or ineffective strategies like rereading and underlining.

"a wealth of evidence suggests that most students do not know how to manage their learning effectively (e.g., Bjork, Dunlosky, & Kornell, 2013)."

Discussion¶

Related Claims¶

• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — a broader claim this one bears on
• UVIs are more effective when students generate their own examples of utility, invest more engagement, and are given choices — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related