Students self-regulate learning in hidden ways
Résumé
Visual Marginalia (VM) are visual, collateral, personal productions elaborated in secret during classroom lessons by students. Data collected in our third study on this topic give additional evidence to support the Visual Marginalia elaboration Model (VMeM), based on two orthogonal axes: intentionality and marginalization. VM are more or less deliberate and marginalized production, shifting along the axes. The model shows how VMs are useful for students’ self-regulation and learning processes. Results reveal how they impact emotion, attention, motivation, memory, knowledge integration and reorganization. We exemplify a new phenomenon, named Dynamic Visual Marginalia, where one VM evolves into another, showing how self-regulation interacts temporally with local context.