We claim that distributed cognition framework can provide a lens for understanding interactions among learners, tasks, and tools in collocated technology enhanced learning environments.
These findings indicate that to optimize learning outcomes, theories of instructional design and learning need to be more adaptive and reflect the nuances of interactions among learners, tasks, and instructional supports.
Learners' task analyses are performed to observe four elementary learners' gaming paths, behaviors and cognitive activities, individually and collaboratively.
In this way, a strong learner-task relationship, along with attributed relevance, may lead to a tacit acquisition of skills.
However, task engagement can be maintained even when the rewards disappear if the task itself orients and maintains learners' task engagement" (Lee, 2012, p. 11).
This paper presents learners' task results gathered by means of an example task-oriented environment for knowledge testing and processed by EXCEL.
The learners' task is central, and may involve identifying an element in a text (Identify), or proposing an element from their knowledge (Propose).
English as a foreign language (EFL) learners' task-based practices in 3D multi-user virtual environments are a dynamic avenue that has attracted research attention in current second language acquisition literature.
Table 2 The coded determinant features for the learners' task preferences Inductive Category Percentage The use of context in teaching grammar 30 The use of contextual support for practicing grammar 28 Task demands 22 The novelty of procedures 8 The saliency of focused linguistic structure 12. Task demand was another characteristic which was frequently referred to in the learners' responses.
The learners' Task may be to identify an element in a text or propose an element from knowledge, and the element proposed or identified may be a single item or a grammatical structure, such as a phrase, clause or clause complex.
