In the learning sciences, or any research endeavor, the research methods used are of paramount importance. Research methods and design are critical to the quality and validity of the knowledge produced. We need to use methods that represent the complete learning environment, or we risk making incorrect explanations for our findings, and that represent it accurately, or we risk not measuring what we think we’re measuring. This topic is so important that I wrote a whole blog series about research design. This post will expand upon that series with conventions specific to the learning sciences.
Continue readingCategory Archives: Learning Sciences
Intro to the Learning Sciences: Theories of Motivation and Implications for Supporting Students
Motivation Is More Than Just Willpower
When students struggle to stay engaged or persist through challenges, it’s easy to assume they lack interest or willpower (thanks to the Fundamental Attribution Error bias). But motivation is far more complex. In the learning sciences, motivation is understood as a dynamic and context-sensitive process shaped by many factors—including the learning environment, students’ personal and cultural values, their prior experiences, and temporary emotional states and life context. Motivation can fluctuate from moment to moment, and it can also evolve over time. By understanding what drives student motivation, educators can design learning experiences that support both immediate engagement and long-term persistence.
Continue readingIntro to the Learning Sciences: Theories of Community and Implications for Community Building
Learning Environments as Engines of Learning
In the learning sciences, the learning environment is not just a place—it’s part of the learning process itself. Learning environments include not only learners, but also the tools they use, the people they interact with (such as peers, instructors, and mentors), and the broader social and cultural context, including families and communities. These environments shape what is valued, how content is learned, and who feels empowered to participate. Learning scientists design effective learning environments by intentionally shaping these elements to support engagement, equity, and deep understanding.
Continue readingIntro to the Learning Sciences: Theories of Cognition and Implications for Instructional Design
Cognition in Context
Cognition—the mental processes involved in acquiring knowledge and understanding—is central in learning. But it’s not the whole story. The learning sciences emerged in part as a response to the limitations of fields like cognitive science, which often focused narrowly on internal mental processes while overlooking the broader learning environment. Early learning scientists recognized that learning is shaped not only by what happens in the brain but also by the tools, people, and contexts that surround the learner. Still, theories of cognition remain foundational in the learning sciences because they help us understand the internal mechanisms that make learning possible. By integrating these theories with insights about context and environment, we can design more effective and equitable learning experiences.
Continue readingIntro to the Learning Sciences: Series Introduction
The learning sciences is an interdisciplinary field that studies how people learn and how to design effective learning environments. Drawing from cognitive science, educational psychology, computer science, anthropology, etc., it seeks to understand the processes of learning in real-world contexts and to apply that understanding to improve education. My goal for this blog series is to provide an overview of topics in the learning sciences and help education researchers think systematically about how to apply its theory and methods. I hope it will help researchers think about how students engage with complex concepts and how we can design instruction that supports deeper, more meaningful learning.
Continue reading
Lauren Margulieux 