The authenticity dilemma: towards a theory on the conditions and effects of authentic learning

IF 2.7 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL European Journal of Psychology of Education Pub Date : 2024-08-07 DOI:10.1007/s10212-024-00892-9
Valentina Nachtigall, David Williamson Shaffer, Nikol Rummel
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Abstract

A highly authentic learning setting is likely to trigger positive motivational and emotional reactions due to its emphasis on promoting the acquisition of knowledge that is connected and transferable to real-world phenomena outside the learning environment. However, a high level of authenticity is usually accompanied by a high level of complexity due to the complexity inherent in the real world. This complexity can be overwhelming for learners and can hamper or even prevent cognitive learning outcomes. Consequently, to help learners cope with this complexity, they need some kind of instructional support. By building a high level of support into the learning setting in order to promote cognitive learning outcomes, the level of authenticity and thereby the effects of authenticity on motivational outcomes may, however, in turn be reduced. In the present conceptual paper, we refer to this tension between authenticity and complexity, on the one hand, and instructional support, on the other hand, as the “authenticity dilemma”. Based on existing empirical evidence from previous studies, we (1) outline this dilemma, (2) discuss ways to reconceptualize it, and (3) derive implications regarding the conditions and effects of authentic learning. Finally, we discuss the findings of the studies included in the special issue “Perspectives on Authentic Learning” through the lens of the authenticity dilemma.

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真实性困境:关于真实性学习的条件和效果的理论研究
高度真实的学习环境可能会引发积极的动机和情感反应,因为它强调促进知识的获 取,而这些知识与学习环境之外的现实世界现象是相联系的,并可迁移到现实世界。然而,由于现实世界固有的复杂性,高度的真实性通常伴随着高度的复杂性。这种复杂性可能会让学习者不知所措,阻碍甚至妨碍认知学习成果。因此,为了帮助学习者应对这种复杂性,他们需要某种教学支持。通过在学习环境中提供高水平的支持以促进认知学习成果,真实性水平以及真实性对动机成果的影响可能会降低。在本概念性论文中,我们将这种真实性和复杂性与教学支持之间的矛盾称为 "真实性困境"。基于以往研究的现有经验证据,我们(1)概述了这一困境,(2)讨论了重新认识这一困境的方法,(3)得出了有关真实性学习的条件和效果的影响。最后,我们从真实性困境的视角讨论了 "真实学习视角 "特刊中的研究结果。
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来源期刊
CiteScore
6.30
自引率
3.30%
发文量
63
期刊介绍: The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
期刊最新文献
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