Use biologically primary contexts, guided play and exploration to bridge the evolutionary mismatch and support secondary learning¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The paper recommends using biologically primary contexts for presenting secondary information to increase motivation and performance, citing Lespiau and Tricot. It also suggests that "Learner engagement in a guided social play or exploration (traditional means of primary learning) could also facilitate cognitive mechanisms necessary for effective learning secondary knowledge in a more motivated and enjoyable way", bridging the evolutionary mismatch between primary-learning activities and those needed for secondary learning.

Design Implications¶

Context¶

Requirements¶

• Activities remain supplementary vehicles to enhance explicit instruction rather than replacements for it

Constraints¶

• The traditional evolutionary approach assigns unguided exploratory or play-based activities diminished roles, mostly as supplementary instructional vehicles

Target Learners¶

• school and higher-education learners acquiring secondary knowledge such as literacy, numeracy and scientific skills

Target Learning Goals¶

• increased motivation and performance when learning biologically secondary content

Affordances¶

• Explicit Intention To Learn Principle
• Primary Secondary Knowledge Distinction Clt

Claims¶

• An IES practice-guide presentation recommends personalized problem contexts, asserting without cited studies that students engage more actively and perform better in them [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Kalyuga, S. (2023). Evolutionary Perspective on Human Cognitive Architecture in Cognitive Load Theory: a Dynamic, Emerging Principle Approach. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09812-7