Research has well established that learning is not always a smooth process but can require quite radical conceptual change. Despite its long research tradition, important questions about how to describe and effectively support individual learners’ conceptual change processes are still a matter of current research. Modern technology offers novel ways of studying and supporting learners’ conceptual change. For example, digital learning environments enable researchers to collect rich data (e.g., log data, mouse tracking, eye movements, heart rate) and to assess learning processes (including affective states) in real-time. Accordingly, digital technologies have the potential to model conceptual learning on a micro-level and to support individual learning adaptively.
However, using such technology comes with new challenges. Interpreting rich data in a meaningful way is not straightforward, and using them to provide adaptive support for learners is even less. More fundamentally, the constant availability of digital tools and the speed at which digital media affect our everyday lives require researchers and instructors to re-conceptualize their ideas of learning. In other words, the digital transformation may require conceptual change in how we think about teaching and learning.
At this conference, we want to discuss especially the potential and the challenges of conceptual change theory in the era of digital transformation.
Please note that regardless of the conference theme, submissions of other topics related to the field of conceptual change are welcome as well!