Technology affordances: the ‘real story’ in research with K‐12 and undergraduate learners
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Computer technologies for learning environments have been introduced with great expectations for improved learning outcomes. However, the great improvements have not materialised; some of these extant studies are examined. Of all the explanations for these disappointing results, the least examined are the affordances of the computer tools. This paper provides a rationale for studying affordances and presents two studies in K-12 and undergraduate settings showing how powerful affordances are in affecting outcomes. Finally, the paper presents guidelines on how to gradually move students from a game affordance of a computer to a learning mode. © 2006 British Educational Communications and Technology Agency.
author list (cited authors)
J., W. K., Meyer, B., Wagoner, D., & Ferguson, L.