CASTLE's interaction hypothesis states that social processes influence and are influenced by motivational, emotional, and metacognitive processes¶

Claim · All claims
Evidence · 1 study · review r2 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Social and parasocial processes interact bidirectionally with motivational, emotional, and metacognitive processes during digital learning. → Sascha Schneider 2021

Evidence¶

Sascha Schneider 2021¶

Sascha Schneider, Maik Beege, Steve Nebel, Lenka Schnaubert, Günter Daniel Rey. (2021). The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Educational Psychology Review. https://doi.org/10.1007/s10648-021-09626-5

q1 · i? · review · r2

The review derives this hypothesis from prior empirical work it cites (e.g., Homer et al. 2008; Schramm and Wirth 2010) showing that social and parasocial processes affect and are affected by other learner processes. Reported second-hand; no effect sizes are printed.

"Both social and parasocial processes are thus not only found to affect cognitive, but also metacognitive, emotional, and motivational processes and vice versa (e.g., Homer et al. 2008; Fiz-Pérez et al. 2016; Park 2015; Schramm and Wirth 2010) leading to the following hypothesis: Interaction Hypothesis: Social processes influence and are influenced by motivational, emotional, and metacognitive processes."

Discussion¶

Related Claims¶

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• A 2025 systematic review reports that AI tools raising social presence and emotional engagement may improve AI-supported collaborative learning outcomes — related
• Social presence influences how social interaction unfolds in online group learning, which in turn affects learning outcomes — related
• Danmaku learners engage in parasocial greetings and compliments to the instructor and seek co-learning presence, phenomena absent on the discussion board — a narrower finding that bears on this claim
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