Developing Minds in the Digital Age

Towards a Science of Learning for 21st Century Education

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This book highlights new scientific research about how people learn, including interdisciplinary perspectives from neuroscience, the social, cognitive and behavioural sciences, education, computer and information sciences, artificial intelligence/machine learning, and engineering. These new developments offer fascinating new perspectives, based on technological advances, which enable a re-examination of longstanding problems in learning, raise new questions, and offer new approaches to the study of learning. This report seeks to catalyse discussions on the implications of these research findings for education practice and policy, and in turn, on how knowledge and experience from real-world education practice and policy could challenge and inform research agendas and theory building.



Social components of technology and implications of social interactions on learning

Technology has revealed new insights into the role of social relationships in learning. This chapter explores the social components of technology using biologically inspired robots and computer representations (e.g. avatars and agents), and examines the implications on student learning and behaviour. The importance of theoretically sound and robust concepts such as Learning-by-Teaching and Recursive Feedback is highlighted in designing a learning relationship that can work to maximise the partnership between learner and technology. As a promising strategy for connecting research and practice, the chapter introduces practical applications for the classroom by applying learning-by-teaching concepts using computer agents, virtual avatars and programmable robotic systems.


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