The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes

By Michelene T. H. Chi, Ruth Wylie. 2014

2,526 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/9f30b9a4796209ea5ae872ff8959247ebeb15742

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Citations in the corpus

Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines (2016, neutral): “Chi and Wylie’s [75] Interactive, Constructive, Active, Passive (ICAP) framework is one way that researchers could conceptualize the quality of student interactions in small groups and explore whether gender influences student contributions.”
Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement (2016, methodology): “Therefore, teaching practices, which are assumed to be cognitively activating (Lipowsky, 2009) or lead to students’ acting at least on the constructive level (cf. ICAP framework; Chi & Wylie, 2014), can be used for describing cognitive activation indirectly.”
Eight Ways to Promote Generative Learning (2016, methodology): “Wittrock’s early conception of generative learning and Mayer’s SOI framework—as well as other similar frameworks of active learning (e.g., Chi and Wylie 2014; Kiewra 2005; Kintsch 1998—have resulted in a large body of empirical research investigating ways in which teachers and students can foster…”
When Is It Better to Learn Together? Insights from Research on Collaborative Learning (2015, background): “At the top of the engagement activities hierarchy are interactive behaviors defined as Bdialogues that meet two criteria: (a) utterances must be primarily constructive, and (b) a sufficient degree of turn taking must occur^ (Chi and Wiley 2014 p. 223).”
Socially shared regulation of learning and participation in social interaction in collaborative learning (2017, background): “Social interaction in collaborative learning invites individuals to share and elaborate divergent perspectives and ultimately extend their thinking beyond individual capabilities (Chi & Wylie, 2014; Dillenbourg, 1999; Scardamalia & Bereiter, 2014;Webb, 2013).”
Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts (2015, methodology): “An example is the behavior that has been described as interactive mode of engagement within the ICAP framework (Chi & Wylie, 2014).”
Step Tutor: Supporting Students through Step-by-Step Example-Based Feedback (2020, methodology): “This emphasis on self-reflection and activity is echoed by several learning theories, such as the sense-making process highlighted by the KLI framework [1]), and the emphasis on active interaction with the learning material suggested by the ICAP framework [10].”
Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help? (2016, neutral): “…review of all relevant theories is beyond the scope of this article, but we encourage interested readers to consult other theoretical overviews (Chi & Wylie, 2014; Dillenbourg, 1999; Hakkarainen, 2013; O’Donnell & O’Kelly, 1994; Rogoff, 1998; Sawyer, 2014; Scardamalia & Bereiter, 2014; Stahl,…”
How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, neutral): “From a cognitive perspective, drawing is an instructional activity that can help students internally make sense of content (Chi and Wylie 2014; Leutner and Schmeck 2014; Van Meter and Firetto 2013).”
Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020, neutral): “Following earlier work, we define traditional lecturing as continuous exposition by the instructor with student involvement limited to occasional questions; we define active learning as any approach that engages students in the learning process through in-class activities, with an emphasis on higher”
Translating the ICAP Theory of Cognitive Engagement Into Practice (2018, methodology): “ICAP was further extended in 2014 (Chi & Wylie, 2014) to include the Passive mode, because numerous laboratory and classroom studies the paper cited contrasted the Passive mode with one of these three alternative active modes.”
Inducing Self-Explanation: a Meta-Analysis (2018, neutral): “Although several reviews of relevant self-explanation studies support its use as a study skill (Rittle-Johnson and Loehr 2017; Chi and Wylie 2014; Dunlosky et al. 2013), we could find no published report that comprehensively synthesized research investigating the relationship between…”