Modelling Sociocognitive Aspects of Students’ Learning

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dc.contributor University of Helsinki, Department of Physics en
dc.contributor University of Helsinki, Department of Physics en
dc.contributor University of Helsinki, Department of Physics en
dc.contributor.author Koponen, Ismo Tapio
dc.contributor.author Kokkonen, Tommi Petteri
dc.contributor.author Nousiainen, Maija Kyllikki
dc.date.accessioned 2019-12-13T08:56:01Z
dc.date.available 2021-01-11T22:45:42Z
dc.date.issued 2017
dc.identifier.citation Koponen , I T , Kokkonen , T P & Nousiainen , M K 2017 , ' Modelling Sociocognitive Aspects of Students’ Learning ' , Physica A: Statistical Mechanics and its Applications , vol. 470 , pp. 68-81 . https://doi.org/10.1016/j.physa.2016.11.139 en
dc.identifier.issn 0378-4371
dc.identifier.other PURE: 69737665
dc.identifier.other PURE UUID: 90316c48-2464-4f0c-84eb-8b581954092b
dc.identifier.other Scopus: 85003952206
dc.identifier.other WOS: 000392793700007
dc.identifier.other ORCID: /0000-0003-3737-9918/work/31742862
dc.identifier.other ORCID: /0000-0003-3324-2690/work/31742997
dc.identifier.other ORCID: /0000-0001-5304-315X/work/31742837
dc.identifier.uri http://hdl.handle.net/10138/308194
dc.description.abstract We present a computational model of sociocognitive aspects of learning. The model takes into account a student's individual cognition and sociodynamics of learning. We describe cognitive aspects of learning as foraging for explanations in the epistemic landscape, the structure (set by instructional design) of which guides the cognitive development through success or failure in foraging. We describe sociodynamic aspects as an agent-based model, where agents (learners) compare and adjust their conceptions of their own proficiency (self-proficiency) and that of their peers (peer-proficiency) in using explanatory schemes of different levels. We apply the model here in a case involving a three-tiered system of explanatory schemes, which can serve as a generic description of some well-known cases studied in empirical research on learning. The cognitive dynamics lead to the formation of dynamically robust outcomes of learning, seen as a strong preference for a certain explanatory schemes. The effects of social learning, however, can account for half of one's success in adopting higher-level schemes and greater proficiency. The model also predicts a correlation of dynamically emergent interaction patterns between agents and the learning outcomes. (C) 2016 Elsevier B.V. All rights reserved. en
dc.format.extent 14
dc.language.iso eng
dc.relation.ispartof Physica A: Statistical Mechanics and its Applications
dc.relation.uri http://dx.doi.org/10.1016/j.physa.2016.11.139
dc.rights en
dc.subject 114 Physical sciences en
dc.title Modelling Sociocognitive Aspects of Students’ Learning en
dc.type Article
dc.description.version Peer reviewed
dc.identifier.doi https://doi.org/10.1016/j.physa.2016.11.139
dc.type.uri info:eu-repo/semantics/other
dc.type.uri info:eu-repo/semantics/acceptedVersion
dc.contributor.pbl

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