The authenticity dilemma: towards a theory on the conditions and effects of authentic learning

• Valentina Nachtigall ^[2] ; David Williamson Shaffer ^[1] ; Nikol Rummel ^[2]
  1. [1] University of Wisconsin–Madison

     University of Wisconsin–Madison

     City of Madison, Estados Unidos

     
  2. [2] Ruhr-University Bochum
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 39, Nº 4, 2024, págs. 3483-3509
• Idioma: inglés
• DOI: 10.1007/s10212-024-00892-9
• Texto completo no disponible (Saber más ...)
• Resumen

  • A highly authentic learning setting is likely to trigger positive motivational and emotional reactions due to its emphasis on promoting the acquisition of knowledge that is connected and transferable to real-world phenomena outside the learning environment. However, a high level of authenticity is usually accompanied by a high level of complexity due to the complexity inherent in the real world. This complexity can be overwhelming for learners and can hamper or even prevent cognitive learning outcomes. Consequently, to help learners cope with this complexity, they need some kind of instructional support. By building a high level of support into the learning setting in order to promote cognitive learning outcomes, the level of authenticity and thereby the effects of authenticity on motivational outcomes may, however, in turn be reduced. In the present conceptual paper, we refer to this tension between authenticity and complexity, on the one hand, and instructional support, on the other hand, as the “authenticity dilemma”. Based on existing empirical evidence from previous studies, we (1) outline this dilemma, (2) discuss ways to reconceptualize it, and (3) derive implications regarding the conditions and effects of authentic learning. Finally, we discuss the findings of the studies included in the special issue “Perspectives on Authentic Learning” through the lens of the authenticity dilemma.

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