Four-step research procedure for studies on digital tools guided by CoDiL¶

Strategy · All strategies
Evidence · 2 claims (1 for, 1 mixed) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article's conclusion prescribes an implementable sequence for research on digital tools in educational settings: specify content-specific knowledge components, specify the learning activities leading to their acquisition, select or design tools with instructional features stimulating those activities, and collect process data on student-tool interaction as indicators of the cognitive processes. This operationalizes the framework's demand to link students' cognition and on-task behavior for testing causal effects of specific features.

Design Implications¶

Context¶

Requirements¶

• Appropriate indicators inside the process data files and a solid theoretical foundation, which the article names as widely agreed-upon necessities for linking process data to hypothesized cognition

Constraints¶

• The article frames this as guidance for future research; the empirical payoff depends on valid, unobtrusive measures of student-tool interactions, which it names as a main work for future primary research

Target Learners¶

• students learning with digital tools in educational settings

Target Learning Goals¶

• explanation of why specific features of digital tools benefit learning

Affordances¶

• Codil Framework Digital Tools

Claims¶

• Studies comparing digital tools to other instruction without hypothesizing instructional features cannot explain why effects occur [+W]
• Usage amount moderated the effect of a formative assessment tool in Koedinger et al. (2010) [~W]

Related Strategies¶

Examples¶

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Key Sources¶

• Frank Reinhold, Timo Leuders, Katharina Loibl, Matthias Nückles, Maik Beege, Jan M. Boelmann (2024). Learning Mechanisms Explaining Learning With Digital Tools in Educational Settings: a Cognitive Process Framework. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09845-6