GAiIT Level 4: Case File Analysis
A situational application: Written Assessment
The situation:
An instructor for adolescent learning psychology class creates and posts information about an upcoming signature assignment that will connect all of the previous course elements together.
Signature assignment topic: Imagine a classroom of students whose ages range from 14 to 16. Independent of the subject matter, choose one of the major learning theories covered in the last few weeks and evaluate if that theory is competent to address the learning needs of the modern student who has grown up hyper-focused on professionally produced social media, mobile entertainment, and instant feedback.
The assignment: The assignment is to a written paper in APA 7 format and properly cited. The goal is to show mastery over the material by assessing previous learning psychological models against the modern digital learner.
GAiIT Level (4): The instructor tells the students that their work needs to be their own and for the sake of the assignment, the only resources that can be used are those that have been included in the course. Internet searches are permitted, but only to expand on the sources that were used within the course. The instructor notes this assignment is a final draft and needs to reflect that level of polish.
Students’ responses:
Below are sections taken from two student samples from this assignment:
Student 1:
The intention is well suited for adolescent learning. Constructivism posits the utility of doing and, therefore, expects some level of interaction between the student and the specific learning task, not a family of the task, but the actual task. Dell and Hobbs (2023) noted in their reproduction of a 1998 Hofstedter study that the closer the training is physically to the actual task, the greater the fidelity the learner has when reproducing the task in real-life surroundings. The Dell and Hobbs study focused on two groups learning to repair a computer. The first team of five students was provided a computer simulation to drag and drop computer components into their proper spaces. The second team was provided with actual computer components and a visual map of each part’s location. Each team was allowed to train for an hour. The results presented a cataclysmic success gap between the two groups. The group, using real tools and components, saw each student complete the rebuilding task but did it 500% faster than the first group, which only used a software simulation. In addition, not all of the first group members completed the task. Two of the members quit when they hit cognitive roadblocks.
The modern student, through no fault of their own and the pervasive underfunding of public schools, relies too heavily on virtual training to teach students. A 2022 study by the California Department of Education indicated that the number of STEM training shifting to digital representations of what used to be hands-on experiences rose by over 1000% between 2012 and 2022. When schools questioned this change of events, diminishing budgets were the number one reason for the reduction in using reality in student learning. Despite claims made by the CDE and other government bodies that constructivism is alive and well in California schools, the data would suggest otherwise.
Student 2:
Despite its strengths, constructivist learning theory also presents several challenges when applied to students conditioned by instant gratification and constant digital stimulation.
Attention Span and Patience: Constructivist learning often requires students to engage in longer, more involved processes of exploration, inquiry, and reflection. This can be difficult for students who are used to receiving information in short, easily digestible bursts. The
constructivist classroom may struggle to maintain the attention of students who have developed shorter attention spans due to the rapid consumption of digital media.
Delayed Feedback: In a world where students receive instantaneous feedback from social media, the slower, more reflective nature of
feedback in a constructivist classroom can feel frustrating. Constructivist approaches often involve self-assessment and peer feedback, which may not provide the immediate validation that students are accustomed to. This could lead to disengagement if not managed properly.
Balancing Technology with Inquiry: While modern students are comfortable using technology, integrating it meaningfully into a constructivist classroom can be challenging. There is a risk that technology, rather than being a tool for deeper learning, becomes a source of
distraction. Constructivist pedagogy requires careful integration of technology to ensure that it enhances inquiry and problem-solving rather than reinforcing passive consumption of content.
To effectively address the learning needs of modern students, educators may need to blend constructivist principles with other pedagogical approaches that align more closely with students’ digital experiences. One way to do this is through the use of gamification and game-based learning, which can provide the immediate feedback and reward systems students are accustomed to while still promoting deeper learning. Additionally, flipped classrooms—where students access information via multimedia resources at home and engage in hands-on, inquiry-based learning during class—can bridge the gap between students’ digital lives and the constructivist emphasis on active learning.
Next: Let's dissect these two entries for their potential Ai content.
