RUME 27
2025
Alexandria, Virginia
Complexity, Signaling, and Goal-orienting Feedback in Specialized Interactive Digital Tools
Page: 484
The implications for students and teachers of educational digital tool design have thus far been under-examined. We find it important to problematize and bring attention to relationships between the explicit or hidden choices of digital tool designers and implications for the possible learning taking place with the tool. Exploring one aspect of these relationships, we examined extant digital tools within the undergraduate mathematics curricula. Grounding our analysis in Piaget’s genetic epistemology, we took on the perspective of the epistemic user and identified features of extant digital tools that hold implications for the learner-user experience. With this we generate initial categories that contribute to a user-oriented phase of a framework for digital tool design and discuss implications for further research.