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What is Generative Learning

Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education
This theory is based on the assumption that the human brain constructs its own perceptions about problems, scenarios, and experiences, suggesting that new ideas must be integrated with a preexisting mental schema. This schema may consist of personal experiences previously acquired knowledge and learner cognition. The process of establishing relationships between stimuli and the stored information is called generation .
Published in Chapter:
Design Principles for Educational Mixed Reality?: Adaptions of the Design Recommendations of Multimedia Learning
Vanesa Yepes-Serna (Bauhaus-Universität Weimar, Germany), Mario Wolf (Bauhaus-Universität Weimar, Germany), Heinrich Söbke (Bauhaus-Universität Weimar, Germany), and Steffi Zander (University of Applied Sciences Magdeburg-Stendal, Germany)
DOI: 10.4018/978-1-7998-5043-4.ch004
Mixed reality (MR) applications are widely considered to be effective educational tools. However, the use of MR alone cannot ensure learning, and studies even suggest that the affordances of this technology could decrease the mental processes required for the acquisition of new knowledge. Like any other technological innovation, the educational possibilities of MR are closely related to the design of its contents. Despite this, there are no design recommendations for MR focused on learning. Educational psychology presents a range of empirically proven design guidelines for multimedia learning environments. This chapter reviews existing guidelines and categorizes them into principles related to the perception of information and the related essential information processing (design principles) and principles aiming at promoting generative learning (activating principles). These principles are translated to MR-learning environments.
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How Digital Distractions Influence Learner Information Processing
Learners actively engaging in the process of making sense of instructional material to achieve high-quality learning.
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Learning Objects and Generative Learning for Higher Order Thinking
Generative learning is a type of instruction developed by constructivists. The generative learning activities involve the creation of relationships and meanings of the learning. In the generative learning, students are active in the knowledge construction. Experts and researchers advocate that concept mapping and problem solving are activities of generative learning. Concept mapping and problem solving will engage students in analysis, synthesis, and evaluation skills. Thus, it is important to integrate these skills into learning in order to promote HOTS. In the generative learning environment, students are active in constructing meaningful understanding of information found and generating relationships among the information.
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