Editing Learner Control Principle (section)

=='''Overview'''==
Considered an advanced principle in the Cognitive Theory of Multimedia Learning, the Learner Control principle empowers learners to set their own pace, sequence, and select information<ref name="SCHEITER">Scheiter, K. (2014). The Learner Control Principle in Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 487-512). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.025></ref>. Scheiter notes that learner control is differentiated from interactivity, which more often refers to having the ability to start and stop a video or sound clip; rather, learner control is implemented in “network-like, nonlinear” (p.488) environments that include verbal and pictorial representations<ref name="SCHEITER" />.  Learner controlled instructional environments are also referred to as hypermedia<ref name="SCHEITER" />.  
Learners in such environments will complete a task, perform a self-assessment, and then select another task based on their assessment of their performance of this task; however, per Kostons, after completing a task, students often do not have accurate recollection of their performance, which sometimes results in an inflated sense of understanding<ref name="KOSTONS">Kostons, D., van Gog, T., & Paas, F. (2010). Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners. Computers & Education, 54(4), 932–940. https://doi.org/10.1016/j.compedu.2009.09.025
</ref>. In turn, this can lead students to next select within the learning environment a task that assumes greater understanding of the material than truly exists for the learner<ref name="KOSTONS" />.

Learner controlled instruction is often expected to be effective for learning because the student’s personalized experience and senses of autonomy and control could enhance intrinsic motivation<ref name="KOSTONS" /><ref name="LO ET AL">Lin, W., Lo, W.-T., & Yueh, H.-P. (2022). Effects of learner control design in an AR-based exhibit on visitors’ museum learning. PLoS ONE, 17(10), 1–20. https://doi.org/10.1371/journal.pone.0274826</ref>. While learner controlled instruction can be effective, it is typically only so when the learner has the ability to monitor and regulate, due to the higher cognitive load demanded by learner control<ref name="KOSTONS" />.  Learners unable to do so may benefit less from learner controlled environments