Educational technologies with multimedia content can support effective learning, but these outcomes are moderated by learners’ level of cognitive engagement or self-regulation. As a way to encourage deeper cognitive engagement without redesigning or redeveloping software (e.g., building more prompts, scaffolds, or automated support), this study investigates changing the role of the student user. Specifically, this research considers how instituting a “designer” or “teacher” role may inspire better engagement and learning than the default “learner” role. We present the theoretical background, design, and results of an exploratory study of this hypothesis with college students learning about cohesion in writing.
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