| dc.description.abstract | Digital learning has become a trend. Under this trend, many researches on game-based learning focus on whether it can promote learners′ learning motivation, attitude and effectiveness. However, this study is concerned with: does the learner′s usage match the designer′s original intention? Therefore, the following research questions are raised: first, what is the gap between the designers and users of digital platforms? Second, how will the emergent learning behaviors of users give different learning meanings from the perspective of
situational learning theory?
This study therefore borrowed Lave and Wenger′s (1991) ideas of ＂teaching curriculum＂(TC) and ＂learning curriculum＂(LC) as the lens to explore this neglected
phenomenon. Three different kinds of responses from the students about the teaching curriculum behind the e-platform were discovered. One is LC emerges in TC specification, and students emerge unexpected learning curriculum within the given teaching curriculum
scope of designers. Another is LC emerges outside the TC norms, and students also show interesting and special learning phenomena outside the norms. The other is creative learning in a bumpy learning environment. In the digital learning school environment, all online learning activities are supported by the Internet. When the bumpy learning environment occurs frequently, new learning phenomena emerge which are quite different from the former two.
The specific contribution of this research lies in: from the perspective of situational learning theory, as the data analysis perspective and the main research tool, and from the perspective of students, the gap between designers and presuppositions that are often neglected in digital learning and students′ use is revealed. Different learning styles of students are endowed with new learning significance through theoretical interpretation, and new
research horizons and directions for future research are also provided. | en_US |