Measuring learner–content interaction in digitally augmented learning experiences

ABSTRACT

Distance education theories indicate the importance of learner–content interaction and discuss it in conjunction with learner–instructor and learner–learner interaction. The measures of learner–content interaction are inconsistent and often measure learner–learner and learner–instructor interaction only. Using content analysis, this study examined 107 manuscripts to understand how learner–content interaction is currently measured to identify what constructs are being considered and the measurement tools being used. Results report 113 different measurement tools in use, showing a large variety of measurement items. Most tools were designed for specific cases and not built upon other relevant tools. A universal learner–content interaction measurement tool must consider being proactive; having strong pedagogical base, learner agency, motivation, and engagement; and measure a variety of learning experiences.

KEYWORDS:

• digitally augmented learning experiences
• learner–content interaction
• measurement tool
• content analysis
• technology

Acknowledgments

We would like to thank Brigham Young University Independent Study for the project that inspired this research.

Statements on data, ethics, and conflicts of interest

The articles used in this paper were retrieved from databases and other online queries. The data from coding the articles retrieved is available by contacting the first author. Because this research did not involve any human subjects, an institutional ethics committee was not needed, but the research was approved by a scientific review committee. The authors declare they have no funding or conflict of interest in this work.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Sandra Thatcher Powell

Sandra Thatcher Powell received her PhD in instructional psychology and technology from Brigham Young University. She is an instructional designer and former high school math and science teacher. Her research interests include K–12 science education, online learning, and mastery-based learning.

Heather Leary

Heather Leary is an assistant professor of instructional psychology and technology at Brigham Young University. Her research bridges research and practice in science, technology, engineering, arts, math, and 21st century skills using design-based research, problem-based learning, and research-practice partnerships.