Editing Learner Control Principle (section)

=='''Design Implications'''==
An effective learner controlled instructional environment offers students choice in selecting the content to learn, completing a task, and selecting the next task based on their perception of their performance and understanding of the prior task. However, Scheiter suggests that, first and foremost, learner controlled situations may not be appropriate for all types of learning and there may be better ways to achieve increased learning and motivation, depending on the circumstances<ref name="SCHEITER" />. 


''The following examples support the learner control principle:''

===''Web Anatomy''===
[[File:webanatomybrain.png|200px|thumb|right|Figure 1]]
https://webanatomy.umn.edu/ | Retrieved 12/10/2022

* The University of Minnesota created a barebones but effective tool to introduce learners to human anatomy. Learners can select a particular topic and choose whether to complete short, medium, or long quiz-like game to identify a specific part of human anatomy.  E.g., players are asked to label the parts of the brain by selecting from the options in a dropdown menu.  
* Some areas drill down into more detailed aspects of the topic.  
* Some areas offer the option to enter the text of a label, rather than selecting from a drop down menu, allowing users to take the challenge to the next level. Students do not have to follow any particular order within or among the topics, offering nonlinear control in the activity.
* Once a learner submits their answers, they receive immediate feedback and positive reinforcement for correct answers. 


===''Study.com''===
[[File:studyfineart.png|200px|thumb|right|Figure 2]]

https://study.com/academy/lesson/the-dramatic-arts-definition-types.html | Retrieved 12/01/2022

* This practice and study guide offers learners the opportunity to study specific modules. 
* Learners can determine for themselves (self-assess) if they can skip a section.
* Learners can choose to watch videos, read text, or utilize digital flashcards, or a combination of any and all of these options. 
* Learners can complete multiple quizzes to measure their knowledge of the given subject. . 


===''NYU iLearn Video''===
[[File:Ibuy.png|200px|thumb|right|Figure 3]]

* In this training video, users learn about various procurement processes and policies.  
* Users can skip content areas to learn only those that are needed.  They can also pause and rewind. 
* Though this video does demonstrate learner control, as users can opt into reviewing specific content and assess their competency before selecting new content to review, it does lack use of other principles that would help the user find motivation in completing the modules, such as voice and personalization. 


''The following example does not sufficiently demonstrate the learner control principle:''

===''Free Anatomy Quiz''===
[[File:freeanatomyquiz.png|200px|thumb|right|Figure 4]]

https://www.free-anatomy-quiz.com/ | Retrieved 12/14/2022

* This website provides countless anatomy quizzes for learners to assess their knowledge.
* Learners can select the content areas they wish to be quizzed on. When they enter into a quiz, they can scroll down to see all the questions they will be asked before beginning the quiz, itself. 
* If a learner answers a question correctly, they may advance to the next question.  If they do not answer correctly, they are given the correct answer before being able to move on. 
* While this may be a useful tool, the quizzes are not categorized in any level of difficulty, rendering this to be more of a linear structure.