Modelling sociocognitive aspects of students' learning
Authored by T Kokkonen, M Nousiainen
Date Published: 2017
DOI: 10.1016/j.physa.2016.11.139
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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.
Tags
Dynamics
Opinion dynamics
Entropy
computational model
Physics
Sociocognitive learning
Cognitive dynamics