Multimedia educational technologies have increased their presence in traditional and online classrooms over the course of the previous decade. These tools hold value and can promote positive learning outcomes but are reliant on students’ degree of cognitive engagement and self-regulation. When students are not cognitively engaged or have low self-regulation capabilities, their interaction with the technology becomes less impactful because of decreased learning outcomes.
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- Partial requirement for: M.S., Arizona State University, 2018Note typethesis
- Includes bibliographical references (pages 37-42)Note typebibliography
- Field of study: Human systems engineering