Sample Orders

Pages

10

Style

Harvard

Rating

4.7

• learner control
• instructional design
• educational technology
• student agency
• academic performance
• quantitative analysis
• anova
• t-test
• quasi-experimental design
• higher education research

“<p>This sample explores how different levels of learner control affect academic outcomes, effort, and perceived agency in technology-supported learning contexts. Drawing on quantitative analyses of pre-test and post-test data, the study compares student-controlled and system-controlled task sequencing. While performance and effort show minimal variation between groups, notable differences emerge in perceived agency, offering insight into the instructional implications of structured learning designs.</p>”