Page 26 - International Perspectives on Effective Teaching and Learning in Digital Education

Maša Černelič-Bizjak and Sabina Ličen

Stone, L. (7, 3 November). Beyond simple multi-tasking: Continuous partial
attention. https://lindastone.net/9/11/3/beyond-simple-multi-tasking
-continuous-partial-atte
Sweller, J., van Merriënboer, J. J., & Paas, F. (19). Cognitive architecture and
instructional design:  years later. Educational Psychology Review, 31(),
61–9.
Sweller, J., van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and
instructional design. Educational Psychology Review, 10(3), 51–96.
Theobald, M. (1). Self-regulated learning training programs enhance univer-
sity students’ academic performance, self-regulated learning strategies,
and motivation: A meta-analysis. Contemporary Educational Psychology,
66, 11976.
Vaccaro, A. G., & Fleming, S. M. (18). Thinking about thinking: A coordi-
nate-based meta-analysis of neuroimaging studies of metacognitive
judgements. Brain and Neuroscience Advances, 2. https://doi.org/1.1177
/398181881591
Wang, C., Chen, X., Yu, T., Liu, Y., & Jing, Y. (4). Education reform and change
driven by digital technology: A bibliometric study from a global perspec-
tive. Humanities and Social Sciences Communications, 11(1), 56.
Wigfield, A., & Eccles, J. S. (). Expectancy-value theory of achievement
motivation. Contemporary Educational Psychology, 25(1), 68–81.
Yilmaz, R., Karaoglan Yilmaz, F. G., & Keser, H. (). Vertical versus shared
e-leadership approach in online project-based learning: A comparison
of self-regulated learning skills, motivation and group collaboration pro-
cesses. Journal of Computing in Higher Education, 32(3), 68–654.
Yin, X., Zhang, J., Li, G., & Luo, H. (4). Understanding learner satisfaction in
virtual learning environments: Serial mediation effects of cognitive and
social-emotional factors. Electronics, 13(1), 77.
Zeitlhofer, I., Hörmann, S., Mann, B., Hallinger, K., & Zumbach, J. (3). Effects of
cognitive and metacognitive prompts on learning performance in digital
learning environments. Knowledge, 3(), 77–9.

Psihološki dejavniki in mehanizmi digitalnega učenja
Digitalno okolje se razlikuje od naravnega in družbenega okolja. Tehnologije se
razvijajo in podpirajo nove metode sodelovalnega učenja ter interakcij. Ključni
izziv je zagotoviti, da bo izobraževanje, podprto s tehnologijo, učinkovito in bo
ustvarjalo spodbudno okolje za učence. Pri tem je treba upoštevati motivacijo,
čustva in psihološke dejavnike, kot so notranja motivacija, kognitivna obre-
menitev in samoregulacija, ki vplivajo na vključenost in uspešnost učencev pri
digitalnem učenju.
To poglavje vsebuje pregled literature o psiholoških procesih, pomembnih
za digitalno učenje. Dejavniki, kot so motivacija, upravljanje kognitivnih pro-

6