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

Schneider, Sascha; Beege, Maik; Nebel, Steve; Schnaubert, Lenka; Rey, Günter Daniel

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Authors

Sascha Schneider

Maik Beege

Steve Nebel

Günter Daniel Rey



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.

Citation

Schneider, S., Beege, M., Nebel, S., Schnaubert, L., & Rey, G. D. (2022). The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Educational Psychology Review, 34(1), 1-38. https://doi.org/10.1007/s10648-021-09626-5

Journal Article Type Article
Acceptance Date Jun 10, 2021
Online Publication Date Jun 30, 2021
Publication Date 2022-03
Deposit Date Mar 14, 2023
Publicly Available Date Mar 28, 2023
Journal Educational Psychology Review
Print ISSN 1040-726X
Electronic ISSN 1573-336X
Publisher Springer Science and Business Media LLC
Peer Reviewed Peer Reviewed
Volume 34
Issue 1
Pages 1-38
DOI https://doi.org/10.1007/s10648-021-09626-5
Keywords Educational Psychology, Social Cues, Digital Environments, Multimedia Learning, Cognitive Processing
Public URL https://nottingham-repository.worktribe.com/output/18521411
Publisher URL https://link.springer.com/article/10.1007/s10648-021-09626-5

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S10648-021-09626-5 (1.2 Mb)
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Licence
https://creativecommons.org/licenses/by/4.0/

Publisher Licence URL
https://creativecommons.org/licenses/by/4.0/

Copyright Statement
Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.




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