The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE).

Autor/inn/en	Schneider, Sascha; Beege, Maik; Nebel, Steve; Schnaubert, Lenka; Rey, Günter Daniel
Titel	The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Gefälligkeitsübersetzung: Die kognitiv-affektiv-soziale Theorie des Lernens in digitalen Umgebungen (CASTLE).
Quelle	In: Educational psychology review, (2022) 34, S. 1-38Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1040-726X; 1573-336X
DOI	10.1007/s10648-021-09626-5
Schlagwörter	Lernen; Lernumgebung; Sozialer Einfluss; E-Learning; Theorie
Abstract	For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on these theories and empirical results, a social-processes-augmented theory is suggested: the Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). This CASTLE postulates that social cues in digital materials activate social schemata in learners leading to enhanced (para-)social, motivational, emotional, and metacognitive processes. To substantiate this theory, socio-cognitive theories are used, which predict social influences on learning with digital materials. Besides, previous empirical findings are presented assuming that with a rising number of social cues in digital materials, the influence of social processes increases. Finally, consequences regarding the design of digital learning media are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/3