Designing for ownership in technology-enhanced learning (TEL): a core element for learners’ SRL and agency

Abstract

Psychological ownership is a concept describing a relationship between a person and an object in which the object is experienced as “connected with the self” [1] and/or becomes a part of an “extended self' [2]. Psychological ownership in context of learning and education is rooted in Self-Regulated Learning, SRL [3] and has been viewed as an essential component in the development of metacognitive and critical thinking skills [4]. Psychological ownership has received increased attention in different fields of research, including organisational development and leadership, education and consumer behaviour [5,46]. A number of authors have addressed the links between psychological ownership and self-identity, self-adjustment, accountability, sense of belonging and citizenship [5,6]. Psychological ownership has been viewed as a positive resource for attitudes (e.g. higher commitment, responsibility), self-esteem, selfefficacy, motivation, accountability, performance and self-identity [5-8]. The theory of psychological ownership considers ownership as a multi-dimensional construct encompassing (1) sense of responsibility, (2) sense of identity, (3) sense of accountability, (4) sense of self-efficacy and (5) sense of belongingness [6]. Psychological ownership has been studied in relation to physical entities, e. g. house, and non-physical entities, e. g. ideas [8] and in relation to tangible elements of a learning environment, e. g. technology, and intangible elements, e. g. data [9]. Studies on psychological ownership have been focused on understanding the nature of psychological ownership and related concepts such as control, accountability and identity, and the effects of psychological ownership on learning and performance in online learning [10,11]. The concept of ownership in context of learning and education has been studied in relation to physical learning environments [12], individualized education programs [13], student-directed planning of learning processes [14], professional communities of teachers [15], service learning [16], teacher education [17], group projects and effective leadership in groups [18], collaborative writing [19] and perceived learning [20], formative assessment [21], learning contracts [22], academic readiness [23], formative assessment [24], formative instructional practices [25], laboratory courses [26], often in relation to student engagement and student performance. Ownership has a close relationship with other related themes such as self-regulated learning and agency, both of which have received a growing interest in recent years. In particular, self-efficacy is a particular common element in all three -see for example, the models of SRL by Zimmerman [27] and higher education students’ agency by Jääskelä, Poikkeus, Vasalampi, Valleala and Rasku-Pustonen [28]. The question of ownership and control has been also explored in the field of technology enhanced learning, especially in learner-centered approaches to learning designs. The shift towards greater learner control and ownership has been especially Interaction Design and Architecture(s) Journal IxD&A, N.45, 2020, pp. 5 14