Introduction to the special issue on advanced learning technologies.

Abstract

[Correction Notice: An Erratum for this article was reported in Vol 105(4) of Journal of Educational Psychology (see record 2013-35422-001). In the article “Introduction to the Special Issue on Advanced Learning Technologies” by Vincent Aleven, Carole R. Beal, and Arthur C. Graesser ( Journal of Educational Psychology, Advance online publication. September 9, 2013. doi: 10.1037/a0034155), the name of author Arthur C. Graesser was published with an incorrect middle initial. All versions of this article have been corrected.] The 20 articles in this special issue represent a cross-section of interesting, cutting-edge research in advanced learning technologies (ALTs). These advanced technologies are increasingly being used in educational practice and as convenient platforms for rigorous educational research. Although defining ALTs is difficult, ALTs have 3 key elements to varying degrees. First, these technologies are created by designers who have a substantial theoretical and empirical understanding of learners, learning, and the targeted subject matter. Second, these systems provide a high degree of interactivity, reflecting a view of learning as a complex, constructive activity on the part of learners that can be enhanced with detailed, adaptive guidance. Third, the system is capable of assessing learners while they use the system along a range of psychological dimensions. The emphasis in the special issue is not exclusively on the technologies themselves but more fundamentally on the underlying principles of learning, the interactions with the learners, and the impact of the technologies on learning gains. Key challenges are how to develop and use the technologies in ways that are grounded in theory, science, and sensible practice.