— Renée Hann (@rennhann) March 18, 2017
The paper referenced here is chapter 6 from Bruning’s Cognitive
Psychology and Instruction (2004). It connects with the Durall and Gros (2014) article I wrote about earlier in the week, in that one of the chapter’s foci is self-regulated learning. The chapter also discusses attribution theory, which looks at what individuals use to explain causation of events in their lives. LA could have influence in the attribution cycle, as it could make data available to students about how their study habits differed to those of their peers. However, it’s an ethically messy area, since giving students access to comparative data also requires revealing other students’ data to them.