Using content analysis, researchers reviewed literature to identify the meanings attached to and methods used for measuring learner-content interaction in digitally augmented learning experience. Digitally augmented learning experiences are defined in this dissertation as situations where a learner interacts with content delivered using a computer. Examples include online learning using a desktop, laptop, or mobile device, classroom use of a device to interact with content such as a digital textbook, computer simulation, augmented or virtual reality, smart watch or phone, or other similar educational activities. These activities can be delivered directly from a digital device, over a wireless connection, or via the internet. Digitally augmented learning experiences can be web-based, cloud-based, or loaded on a device; streamed or downloaded; fully online, or part of a classroom experience, such as a blended-learning situation. Current discourse surrounding learner-content interaction in digitally augmented learning environments showed themes of label, theory, measurement, types of content, pedagogy, and looking forward. The label theme describes the use of the term as a research variable or other use where no context was given. Theory includes mentions of Moore's transactional distance (1973) or list of interaction types (1989), Anderson's Equivalency Theorem (2003), and other related educational theories. The measurement theme included all mentions of how learner-content interaction was evaluated, measured, or quantified. Types of content included descriptions of specific content learners interacted with, such as textbooks, online text, discussion boards, simulations, assignments, and assessments. Pedagogy included mentions of student learning, knowledge construction, and understanding that did not include mention of a specific learning theory. The looking forward theme includes suggestions for researchers and practitioners surrounding learner-content interaction. This dissertation discusses strengths and weaknesses of current tools used to measure learner-content interaction in digitally augmented learning experiences. Based on the strengths and weaknesses found in current measurement tools an integrated measurement tool was developed and evaluated for content validity.



College and Department

David O. McKay School of Education; Instructional Psychology and Technology



Date Submitted


Document Type





online learning, learning experience, computer uses in education, educational technology, learner-content interaction, digitally augmented learning experiences



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Education Commons