The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

2021/06/30 by Sascha Schneider, Maik Beege, Steve Nebel +2 · 5 citations
Psychology · Social Sciences · #Impact of Technology on Adolescents #Innovative Teaching and Learning Methods #Online and Blended Learning

paper · pdf · doi:10.1007/s10648-021-09626-5

openalex publication_date 2021/06/30 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/31

Abstract

For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on these theories and empirical results, a social-processes-augmented theory is suggested: the Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). This CASTLE postulates that social cues in digital materials activate social schemata in learners leading to enhanced (para-)social, motivational, emotional, and metacognitive processes. To substantiate this theory, socio-cognitive theories are used, which predict social influences on learning with digital materials. Besides, previous empirical findings are presented assuming that with a rising number of social cues in digital materials, the influence of social processes increases. Finally, consequences regarding the design of digital learning media are discussed.

Citations

• Machines and Mindlessness: Social Responses to Computers
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