Advocating the FoRe-Squares Model of Technology-Augmented Instruction: a Reply to Mayer (2025)

IF 11.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Educational Psychology Review Pub Date : 2026-05-05 DOI:10.1007/s10648-026-10163-2

Alexander Eitel, Anna Kienitz, Marie-Christin Krebs, Claudia Schöne

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引用次数: 0

Abstract

This paper responds to Richard E. Mayer’s (2025) commentary on our FoRe-Squares model of technology-augmented instruction (Eitel et al., 2025), a model that builds on the foundational contributions of the Cognitive Theory of Multimedia Learning (Mayer, 2022) and Cognitive Load Theory (Sweller, 2010). We advocate for two key contributions the model makes: First, it conceptualizes cognition and motivation in a highly integrative way, aiming for a comprehensive understanding of what makes (technology-augmented) instruction effective. Second, it highlights two main predictor constructs that underlie effective instruction—focus support and reward—aiming for high parsimony and a construct-based understanding of instructional effectiveness. We position the FoRe-Squares model to guide further research by providing a complementary rationale for explaining and predicting the effects of instructional techniques and their combinations on processing and learning outcomes. In addition, we position the FoRe-Squares model to provide practitioners with a parsimonious heuristic for designing and evaluating instruction.

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倡导技术增强教学的前方阵模式：对Mayer（2025）的回应

本文回应了Richard E. Mayer（2025）对我们的技术增强教学的FoRe-Squares模型（Eitel等人，2025）的评论，该模型建立在多媒体学习认知理论（Mayer, 2022）和认知负荷理论（Sweller, 2010）的基础贡献之上。我们提倡该模型做出的两个关键贡献：首先，它以一种高度整合的方式将认知和动机概念化，旨在全面理解是什么使（技术增强）教学有效。其次，它强调了两种主要的预测结构，它们是有效的教学重点支持和奖励的基础-以高度节俭为目标和基于结构的教学有效性理解。我们将前平方模型定位为指导进一步的研究，为解释和预测教学技术及其组合对加工和学习结果的影响提供了补充的理论基础。此外，我们定位前平方模型，为实践者提供一个简洁的启发式设计和评估教学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychology Review PSYCHOLOGY, EDUCATIONAL-

CiteScore

15.70

自引率

3.00%

发文量

期刊介绍： Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.