Bridging the science of learning and technology enhanced learningtransformative opportunities and ethical challenges

Resumen

Reports from the OECD and the World Economic Forum highlight that rapid technological and social change are demanding much more of students. Yet, research indicates that many students are not developing into effective learners despite years of formal education, hindering their abilities to meet such demands. Following a design-based research (DBR) methodology, this thesis explores opportunities to transform student learning skill development using approaches that combine the science of learning (SOL) and digital technologies. The aim is to improve the efficacy of student learning by increasing student and teacher knowledge of learning, awareness and use of evidence-based strategies, and abilities to regulate emotions and stress. This dissertation contributes analyses of teacher and student formative needs; such real-world solutions to support students and teachers as lessons, workshops, and a classroom orchestration tool (ClassMood App); and empirical studies on learning and teaching strategies. Moreover, to adhere to principles of Responsible Research and Innovation the thesis also traverses processes of research. Expressly, the dissertation scrutinizes the process of informed consent and explores the potential incidental influences of Technology Enhanced Learning research participation on participant data sharing behaviour. Along these lines, the dissertation also contributes with artifacts such as a data privacy lesson for students, an informed consent comprehension test, and design principles related to enhancing consent forms.