It Just Makes Sense: Cognitive Development, Instructional Design, and Technology-Based Curriculum

Abstract

This capstone employs research from cognitive architecture to analyze, critique, and inform a form of digital scaffolding called Immersedition. Specifically, this capstone explores the way in which Immersedition and Immersicons account for the learner, context, curriculum, and assessment. Findings include the responsiveness of the text to individual student needs through the interactive journey the text provides by allowing students to push beyond the barriers of the narrative usually proposed by reading in a traditional format. Implications for the future suggest a focus on developing skills to create self-regulated learners.