The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes

The Program

AI-powered curriculum focused on engagement, personalized mastery learning, and life skills workshops

Cognitive Load and Social Media Advertising

Social media engagement requires cognitive resources, which subsequently impact the advertisements consumers see while browsing. For the most part, however, advertising practitioners and scholars s...

Modeling the Engagement-Disengagement Cycle of Compulsive Phone Use | Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

As part of the Digital Library's transition to Open Access, new features for researchers are available in the Premium Edition. Click here to learn more.

How Learning Happens | Seminal Works in Educational Psychology and Wha

How Learning Happens introduces 28 giants of educational research and their findings on how we learn and what we need to learn effectively, efficiently, and

Smartphone Bans, Student Outcomes and Mental Health

How smartphone usage affects well-being and learning among children and adolescents is a concern for schools, parents, and policymakers. Combining detailed admi

Phone-Free Schools Movement | Protecting Student Well-Being

Join the Phone-Free Schools Movement to create healthier, more focused school days. We help schools implement bell-to-bell phone-free policies that boost learning, safety, and student well-being.

Working Minds: A Practitioner's Guide to Cognitive Task Analysis

How to collect data about cognitive processes and events, how to analyze CTA findings, and how to communicate them effectively: a handbook for managers, tr

Longitudinal Socio-Emotional Learning Intervention for Autism via Smartglasses: Qualitative School Teacher Descriptions of Practicality, Usability, and Efficacy in General and Special Education Classroom Settings

There is considerable demand for special education services for the over half a million students with autism in the United States. While assistive technology may augment educational services, its implementation is often prevented by a number of practical and attitudinal barriers. These barriers are especially pertinent for the newest and thus least familiar digital systems, such as computerized smartglasses loaded with specialized software modules. Computerized smartglasses are a technology that has already been shown to have an ability to deliver educational interventions through augmented reality. With this in mind, we sought to understand how school educators received and assessed the practicality of a smartglasses-based educational intervention in a single-subject study. The intervention was designed to aid with attention and social educational learning in autism. The intervention was delivered twice a day during a two-week study on a 13-year-old student with autism who was attending a mainstream middle school in Massachusetts. Three different school educators delivered the intervention: the student’s general education teacher, special education teacher, and paraprofessional. Educators recorded their attitudes, the practicality of the technology, and its impact on the student and their classroom through the use of a digital log and a series of in-person interviews. Overall, the school educators experienced a positive view of the smartglasses. The smartglasses intervention was found to be logistically practical to implement, easily usable by both the educator and student, and not time-consuming to learn or implement. Educators also identified the experience as being fun for the student, and felt that the student demonstrated improvement in his verbal and non-verbal skills. There were no adverse effects on the other students or the classroom, and the technology did not result in a distraction. These findings suggest that social skills interventions delivered by smartglasses may be practical, useful, and may lead to improvements in social communication skills. Further research on smartglasses may help to clarify the future role for augmenting special education in students with autism.

Math Academy

The Math Academy curriculum and pedagogy leverage cutting-edge cognitive learning theory. Why? Because it’s been studied extensively, backed up and proven to work. We aren’t providing edu-tainment. This isn’t enrichment. We teach math as if we were training a professional athlete or musician, or anyone looking to acquire a skill to the highest degree possible. This is real work for a student who is serious about learning math. We expect every student using our system to actually master the material, and do it efficiently and effectively.

Cognitive Bias Lab | Learn to Make Better Decisions

Explore cognitive biases with interactive tests, simulations, and real-world examples. Free platform to sharpen decision-making and critical thinking — no sign-up needed.

Edufuturists

Edufuturists bring a bold, innovative approach to education, challenging the status quo and advocating for personalised learning experiences that develop critical skills. We inspire educators and learners alike to embrace technology, foster real-world relevance, and promote lifelong learning for a rapidly changing future.

Artificial intelligence, cognitive offloading and implications for education

This report investigates a profound new challenge driven by rapidly expanding use of artificial intelligence (AI) in schooling: the risk that students will outsource too much of the cognitive work that is crucial to establishing the knowledge, skill and ‘thinking infrastructure’ that enables both schooling success and lifelong capacity for ongoing learning and understanding.There is a growing body of evidence that using AI can short-circuit the cognitive effort required for sustainable, deep learning, with potentially long-term consequences. This cognitive offloading from human to AI is especially risky for school students (‘novice’ learners who are building foundational knowledge and skills) when they turn to AI as a tempting substitute, not an amplifier, increase their dependency on the tool and lose access to deeper learning and critical thinking capabilities. It also introduces extra equity risks for disadvantaged students.The report reviews the cognitive science behind this concerning shift and the growing evidence of its impact. It also outlines how these harmful effects can be counteracted through specific teaching and learning strategies and effective design of AI education technology, anchored on bolstering the central role of teachers. It includes specific recommendations for policy and teaching and learning strategies.

University students feel ‘anxious, confused and distrustful’ about AI in the classroom and among their peers

Whether students and faculty are actively using AI or not, it is having significant interpersonal, emotional effects on learning and trust in the classroom.

University students feel ‘anxious, confused and distrustful’ about AI in the classroom and among their peers

Whether students and faculty are actively using AI or not, it is having significant interpersonal, emotional effects on learning and trust in the classroom.