Editing Learner Control Principle (section)

=='''Evidence'''==
When using Skinner’s teaching machine, learners would respond to a question or problem presented by the machine and after receiving feedback immediately, the student would have the opportunity to either move forward in the lesson or continue working toward the correct answer<ref name="MARTINEZ">Martinez, M. E. (2010). Learning and Cognition: The Design of the Mind. Boston: Merrill.</ref>. An early and innovative instructional tool, Skinner’s teaching machine is an example of a linear learning environment and may well have paved the way for more adaptive learning models.  

Kostons et al.<ref name="KOSTONS" /> conducted a study of secondary-level students to determine whether effective and ineffective learners differed in their abilities to select tasks and perform accurate self-assessments.  Participants completed a pre-test before entering into a learner controlled instruction (LCI) environment two weeks later. While in the LCI, participants selected tasks with varying levels of complexity and instructional support, and they were asked to think out loud while completing the tasks.  Using results of a post-test, participants were identified as effective or ineffective learners. Their activity performance scores in the LCI were compared with self-assessment scores to determine how accurate the learners were in the self-assessment. The narratives recorded while participants thought out loud offered additional context in the review of self-assessment.  Contrary to prior research that did not support learner controlled instruction for novice learners, this study showed significant learning gains within the effective group in self-assessment as compared to ineffective learners..  Kostons et al. suggest that prior studies may have tested content that was beyond the learners’ ability. They also found that that their results could lead to developing trainings in self-assessment and task selection to improve upon future LCIs<ref name="KOSTONS" />. 

Lo et al.<ref name="LO ET AL" /> conducted a study on the effectiveness of learner controlled instruction in the form of an augmented reality program as part of a museum exhibition. This study examined participants’ levels of flow, learning outcomes and processes, as well as how the participants used the AR tool, with a goal of determining how learner controlled tools could improve or enhance learning in the context of a museum. Participants used the AR tool at differing levels of control and results showed a positive correlation with engagement and learning, with those using the tool at the highest level of learner control reporting a higher state of flow and motivation<ref name="LO ET AL" />.