A MODEL TO EXPLORE LEARNING PROCESSES IN LEARNER-GENERATED DIGITAL MEDIA (LGDM) ASSIGNMENTS

Learner-Generated Digital Media (LGDM) as an assessment tool was implemented more than a decade ago in higher education. However, the field is considered under-researched, under-theorised and in the embryonic stage. The theoretical underpinnings to implement LGDM in the literature used different approaches such as the semiotic theory, the self-explanation effect and the process of internalisation. These instructional theories could explain that learning using LGDM occurs through a relationship between the content, the modality and the construct. When students are asked to produce digital media assignments, they will need to develop a storyboard (content), take into consideration the modality (e.g., audio, images, moving text, animations), and the construct (digital artefact). This approach led to qualitative research aiming to understand how learning occurs when using digital media in the classroom. This paper aims to propose a model to explain the learning process when using LGDM assignments in the classroom. The proposed framework has three stages: Learn, Represent and Reinforce. Learn is relate to the preparation of a storyboard. Represent is the stage of multimodal visualisation of content (e.g., images, sound, animation, video), while Reinforce refers to the production of the digital artefact. The model uses Cognitive Load theory; student approaches to learning and self-regulation and motivational factors to explain the learning processes when creating digital media. It is recommended to develop and validate psychometric tools to test these assumptions. The paper finalises with the limitations of the model and discusses future development.