Translating the ICAP Theory of Cognitive Engagement Into Practice

By Michelene T. H. Chi, Joshua Adams, Emily B. Bogusch, Christiana Bruchok, Seokmin Kang, Matthew Lancaster, Roy Levy, Na Li, Katherine McEldoon, Glenda S. Stump and 3 more. Cognitive Sciences, 2018

332 citations recorded by the source corpus.

ICAP is a theory of active learning that differentiates students' engagement based on their behaviors. ICAP postulates that Interactive engagement, demonstrated by co-generative collaborative behaviors, is superior for learning to Constructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of Active or Passive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5-year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers' understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers' classroom implementation, (d) modes of students' enacted behaviors, and (e) students' learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers' overall difficulty in designing and eliciting Interactive engagement.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/002c9b97f960b6cb74571e765dbecf5a93fd09d0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. K. Schnitzler
2. Doris Holzberger
3. Tina Seidel

In Developmental and Educational Psychology

1. Doris Holzberger
2. Tina Seidel

In Education

1. Doris Holzberger
2. K. Schnitzler
3. Tina Seidel
4. J. Scheerens

Citations in the corpus

• All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, background): “This result supports person-centered (Wang and Peck 2013) and variable-centered studies (Chi et al. 2018; Flieller et al. 2016; Jansen et al. 2016) and suggests that several engagement forms are sufficient to use learning opportunities in whole-class dialogues ranging from compliant to busy…”