Does artificial intelligence-assisted learning positively affect college students’ motivation, emotion regulation, and academic uncertainty? Insight from situated learning theory

This chapter will expose the reader to adult learning theory, with particular emphasis on situated learning and discourse theory. Adult learning theory should inform the design of professional development sessions, with particular attention devoted to context and collaborative settings. Professional learning of teachers within the classroom is influenced by situated learning theory and has the potential for sustained professional development. Situated learning proposes that learning involves a process of engagement in a community of practice. People who share a concern or passion for something they do, involving members in joint activities and discussions as they build relationships that enable them to learn from each other, form communities of practice. The concept of community of practice is further discussed as it pertains to teacher professional learning groups. In education, teachers come to professional development sessions with espoused platforms, already equipped with values and beliefs about instruction in the classroom. Therefore, professional development cannot be a one-size-fits-all opportunity.

The situated learning is a teachingㆍlearning theory based upon the constructivism education philosophy currently appearing newly, which motivates students by providing actual problems in actual situation. And it is a teachingㆍlearning method not only to help students have obvious meaning and purpose of learning but also to heighten application ability in their actual life after learning. Therefore, if we use the situated learning theory for the business management education in which issues occurring actually in enterprises are treated, it will be helpful in the raise of interest level and the improvement of learning attitude and learning achievement. Accordingly, in this study, we tried to analyze the effects that teaching plan and application using the situated learning theory gives to business management education from the points of interest level in subjects, learning attitude and learning achievement. The results of this study may be summarized as followings. First, traditional teaching method focused on existing lectures gave negative effects to students' interest in subject and learning attitude due to rise in a level of difficulty according to the progress of class. However, the experimental group who were led classes by applying for teaching materials developed based upon situated learning theory showed interest level in the subject and learning attitude without change both before and after experiment. Second, the teaching method based upon situated learning theory was helpful for improvement of students' learning achievement compared to traditional teaching method focused on lectures. It is considered that these results gave positive effects to interest in subjects and learning attitude by maintaining interest in subjects and attitude up to the condition of the beginning of semester through providing the situations which may actually occur in enterprises and daily life cases and autonomous participation in class. Also, it is interpreted that students share information one another through autonomous participation and cooperative study so that it may reduce variation in academic results and improve academic results. However, for the situated learning theory to be more effective, it is necessary to exercise situated learning after explanation of basic concepts for easy understanding of situation or to use videos or visual materials. Moreover, it is important to seek actual situation corresponding to the subject of the lecture and to develop learning materials suitable to the lecture contents.

ABSTRACTSituated learning theory offers a theoretical modality for promoting a knowledge, skilled, and ethically adept future geoscience workforce. Features of situated learning pedagogies include field-based instruction and situating students within a community of practice. While there is an assumed value of such approaches, there is limited research exploring why and how these situated approaches are beneficial for students. Situated learning theory is an underutilised framework applied among geoscience education researchers, which emphasises legitimate peripheral participation in communities of practice. In this paper, our research objective was to systematically explore the ways scholars have applied situated learning theory in post-secondary geoscience curricula. To address our research objective, we utilised systematic literature review procedures, wherein we collected and synthesised ten articles extracted from several prominent sources that featured peer-reviewed scholarship for geoscience education research. To analyse articles, we developed a coding framework both deductively from the core tenants of situated learning theory and inductively based on how articles had applied the framework. Thematically, using the codes as a guide, we identified 3 themes highlighting trends in scholars’ application of situated learning theory to undergraduate geoscience curricula, (1) instructional practices, (2) student outcomes, and (3) assessment techniques. Using the codes and themes, this study provides a framework to guide others who aspire to integrate situated learning theory into geoscience curricula.

This study had a goal to discuss the transfer, which is related with real life, based on situated learning theory. Situated learning theory is known to have provided a new theoretical basis for the design of teaching and learning based on learning through interaction and contextuality of learning, which had been overlooked so far. Since situated learning theory also has a discussion of situativity and contextuality, it is expected that the results derived from situated learning theory would broaden the horizon of understanding of 'learning linked to life'. And In this study, by examining situational learning theory suggested the transfer can happen better by practicing the gap between the context of the outside world and their own context than discovering similarity of problems had and while learners have practiced to negotiate the context between problem and themselves. Considering the research of situated learning theory, education for transfer that linked life goes beyond the meaning of real context to the need for educational design that leads inquiry’s context. It is hoped that this study contributed to interpretation of situational learning theory, and can provide implications for teaching and learning design in the educational field to translate “real life”

The educational values of video games have been widely acknowledged and discussed, and a deep understanding of the learning process provides crucial theory basis for understanding video game. This paper tries to answer the question how video games can enhance learning based upon the situated learning theory and game theory. Legitimate peripheral participation is the core concept for situated learning theory, which illustrates that learning is unintentional and situated within authentic activity, context, and culture, and it is a process of participation in communities of practice in real context. Based upon the core idea of situated learning, the ideal learning environment should make students get engaged in the learning activities, provide the delicately designed learning contexts, and encourage students' active participation in the dynamic learning process. Correspondingly, James Paul Gee [1], in his book What Video Games Have to Teach Us about Learning and Literacy, proposed that the theory of learning in good video games is close to the best theories of learning in cognitive science and good theories of learning are embedded in the video games, which also fit with the modernity, high-technology development and globalization. People get deeply immersed when they play games. There are so many strengths in games that should be studied and utilized for learning purposes. What's more, educational games also help students to gain the knowledge and skills that are needed in the 21st century. This paper will make a comprehensive discussion upon the connection between situated learning theory and video games.

College English teaching is a crucial component of higher education. Enhancing college students’ English learning outcomes has long been a primary focus for educators. With the continuous evolution of educational philosophies, traditional college English teaching methods no longer meet the learning needs of contemporary students. Situational cognitive learning theory emphasizes learner-centered approaches and highlights the contextual and practical application of knowledge, offering innovative perspectives for reforming college English teaching. When applied effectively, situational cognitive learning theory can optimize teaching methods and significantly improve learning outcomes. This paper explores the connotation and characteristics of situational cognitive learning theory, evaluates its applicability in college English teaching, and discusses its practical implementation in this context. The aim is to provide theoretical and practical references for improving the quality of college English education.

Purpose – The purpose of this paper is to contribute towards understanding how entrepreneurial learning might be understood as being socially situated, embedded in everyday practice in the context of family business. The study is framed by three main principles drawn from situated learning theory. First, the family and the business are examined as overlapping communities of practice, as sites of practice‐based knowledge. Second, the concept of legitimate peripheral participation is explored in relation to members of the family business. Finally, how practice is both reproduced and transformed over time is examined in the context of two generations' participation in a family business. Design/methodology/approach – The paper draws on an empirical study of two generations from five families, the founders of a business and their successors. The interview approach adopted phenomenological techniques. A thematic analysis identified conceptual frameworks to make sense of the data in a “quasi grounded” approach. Finally, the three main principles introduced from situated learning theory – communities of practice, legitimate peripheral participation, and cycles of reproduction and transformation provided a conceptual framework to analyse the empirical material. Research limitations/implications – This is an interpretive, qualitative study based on a small sample of families based in the North West of England. The findings are not intended to be generalised to a population, but to offer empirical insights that extend theoretical frameworks in order to better understand the entrepreneurial phenomenon. Practical implications – The experience of the second generation both in the family business and in overlapping contexts of learning‐in‐practice brings innovation and change as well as continuity. The study also suggests that the complex process of succession might be informed by the understanding of the importance of the nature and extent of participation in the family business over time. Originality/value – This paper introduces conceptual frameworks that capture the social complexity of intergenerational entrepreneurial learning and contributes an empirical illustration of situated learning theory within the context of family business. The situated learning perspective contrasts with much of the existing entrepreneurial learning literature, which has tended to focus on “the entrepreneur” and individual learning processes. This study demonstrates that applying a learning lens brings theoretical insights to the study of family business.

At a time when cognitive and behavioral theories dominated the landscape of learning theories, Lave and Wenger's situated learning theory (SLT) opened new territory by illuminating social and cultural learning processes. Many researchers and educators in the health professions embraced this theory, but few have considered how SLT has been used and what has been learned or improved through its use in health professions education (HPE). In this scoping review, the authors examine these questions and consider opportunities for future work with SLT in HPE. The authors followed Levac's modified scoping review framework. They conducted a search of CINAHL, ERIC, PubMed, Scopus, and Web of Science for articles referencing SLT or related concepts in HPE between 2006 and 2016. Two reviewers screened all titles and abstracts, then screened full text for inclusion based on substantive treatment of SLT. Two authors extracted, analyzed and synthesized data from the final set of 193 articles. The authors identified two patterns of theory use. One sought an understanding of social learning processes in a specific context. The other aimed to design and/or evaluate interventions associated with communities of practice. These patterns are similar to other literatures (e.g., general education, healthcare, and organizational development) and, according to Lave and Wenger, may reflect confusion about the purpose, stance, and terminology of SLT. The authors discuss their findings in relation to primary source literature and consider opportunities for HPE researchers to employ and contribute to SLT going forward.

PurposeThis paper aims to present a high‐level conceptual framework to strengthen the conceptual bridge between project management and workplace learning by applying situated learning theory to project management practice to guide shared learning within and between projects.Design/methodology/approachThe paper bridges situated learning theory from the workplace learning literature and the resource‐based view (RBV) of project management from the strategic management literature, using them as lenses to view two learning mechanisms in the project management domain, project reviews and communities of practices.FindingsThe paper finds that situated learning theory can be applied to project management to highlight processes that enable capability development through shared project learning.Research limitations/implicationsThis paper is conceptual in nature and intended to make a case for empirical research that draws on workplace learning literature which is useful to project management as there remains the challenge of leveraging these perspectives for project management practice.Practical implicationsThe paper believes that situated learning theory offers insights that can be leveraged to make project management environments more effective through improved intra‐project and inter‐project shared learning.Originality/valueThis paper presents a high‐level conceptual framework to bridge situated learning theory to the RBV of project management. The paper finds that situated learning theory is well suited to contribute to an understanding of shared learning in projects and justifies future research.

Situated learning theory offers a radical critique of cognitivist theories of learning, emphasizing the relational aspects of learning within communities of practice in contrast to the individualist assumptions of conventional theories. However, although many researchers have embraced the theoretical strength of situated learning theory, conceptual issues remain undeveloped in the literature. Roberts, for example, argues in this issue that the notion of ‘communities of practice’– a core concept in situated learning theory – is itself problematic. To complement her discussion, this paper explores the communities of practice concept from several perspectives. Firstly, we consider the perspective of the individual learner, and examine the processes which constitute ‘situated learning’. Secondly, we consider the broader socio‐cultural context in which communities of practice are embedded. We argue that the cultural richness of this broader context generates a fluidity and heterogeneity within and beyond communities. Finally, we argue that it is sometimes difficult to distinguish conceptually between the terms ‘participation’ and ‘practice’ because of occasional duplication of meaning. We propose, instead, a refinement of the definition to allow for greater conceptual clarity.

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2‐year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform‐based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform‐based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform‐based instruction. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:348–379, 2013

PurposeThe purpose of this paper is to contribute towards understanding how entrepreneurial learning might be understood as being socially situated, embedded in everyday practice in the context of family business. The study is framed by three main principles drawn from situated learning theory. First, the family and the business are examined as overlapping communities of practice, as sites of practice‐based knowledge. Second, the concept of legitimate peripheral participation is explored in relation to members of the family business. Finally, how practice is both reproduced and transformed over time is examined in the context of two generations' participation in a family business.Design/methodology/approachThe paper draws on an empirical study of two generations from five families, the founders of a business and their successors. The interview approach adopted phenomenological techniques. A thematic analysis identified conceptual frameworks to make sense of the data in a “quasi grounded” approach. Finally, the three main principles introduced from situated learning theory – communities of practice, legitimate peripheral participation, and cycles of reproduction and transformation provided a conceptual framework to analyse the empirical material.Research limitations/implicationsThis is an interpretive, qualitative study based on a small sample of families based in the North West of England. The findings are not intended to be generalised to a population, but to offer empirical insights that extend theoretical frameworks in order to better understand the entrepreneurial phenomenon.Practical implicationsThe experience of the second generation both in the family business and in overlapping contexts of learning‐in‐practice brings innovation and change as well as continuity. The study also suggests that the complex process of succession might be informed by the understanding of the importance of the nature and extent of participation in the family business over time.Originality/valueThis paper introduces conceptual frameworks that capture the social complexity of intergenerational entrepreneurial learning and contributes an empirical illustration of situated learning theory within the context of family business. The situated learning perspective contrasts with much of the existing entrepreneurial learning literature, which has tended to focus on “the entrepreneur” and individual learning processes. This study demonstrates that applying a learning lens brings theoretical insights to the study of family business.

In this paper we argue that a version of situated learning theory, as one component of a broader constructivist theory of learning in physical education, can be integrated with other forms of social constructionist research to provide some new ways of thinking about a range of challenges currently facing physical educators, such as the alienation of many young people from physical education. The paper begins with a brief comment on some uses of the term “constructivism” in the physical activity pedagogy literature, then provides a more detailed outline of some of the key tenets of Lave and Wenger’s (1991) theory of situated learning. We then go on to show how this theory of situated learning can be applied to thinking about the social construction of school physical education, using the example of sport education.

This paper describes the differences between situated learning theory (SLT) and traditional cognitive theory (TCT). SLT is distinctive because it perceives learning to be a socially relational rather than a mentalist process. SLT places research attention upon knowledge productionin situ and in the course of work practices rather than upon learning transmission in the classroom. This paper argues that SLT's emphasis on the social context of learning is problematic and ambiguous. SLT sees context as pregiven, which is consistent with modernist thought, but also sees it as emergent, which is more consistent with postmodern thought. The implications of this are discussed and the SLT-TCT debate is used to shed light on management education from the perspective of management learning.

Medical students become members of the clinical team through participation in their activities, as described by Lave and Wenger's situated learning theory. While there is research into how medical students cognitively engage in clinical learning, there is limited work on clinical experiences using a social theoretical lens such as situated learning theory. This study explored third year medical students' lived experience as newcomers to clinical teams using a qualitative phenomenological approach. Medical students completed in-depth, semi-structured interviews in 2021. Interpretive phenomenological analysis (IPA) using Lave and Wenger's theory of situated learning was applied to understand students' experiences. Seven students discussed their variable placement experiences. Learning related to three elements: conditions for participation, modes of participation and products of participation. When certain conditions were met relating to student, clinician and activity, students learned. This drove identity and relationship formation. The findings related and led to a self-perpetuating cycle with potential to advance student learning. When the conditions for participation were not met, the cycle stopped, leading to student disengagement. Passivity in students is a result of modifiable factors in the workplace. To encourage proactivity, clinicians must enable students to move from observation to participation as their competence increases. Participation should be supervised, challenging and should contribute to patient care. Time pressures can make this difficult; one solution is to nominate a clinician to direct students and account for this in their workload or to employ a clinical fellow to assist with student training.