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10.7 CONCLUSIONS 113 achieved better flow experience (Csíkszentmihályi, 1990), learning performance, and satisfaction. With respect to the motivational role of the “genuine active involvement”, we observed that the “doing phases” of the learning process, besides unmasking false sensations of understanding (especially in the case of H-students), revealed students’ misconceptions and helped them to really grasp the logic of strategy. As a consequence, students became more motivated to succeed. Previous research in the topic of active learning also revealed that meaningful interactivity could significantly contribute to positive attitude, quality of learning, and motivation (Grigorovici, Nam, & Russill, 2003; Sundar, Kalyanaraman, & Brown, 2003; Thorson & Rodgers, 2006; Evans & Gibbons, 2007). For example, Lumpkin, Achen, and Dodd (2015) report that the participants of their investigation particularly appreciated their active involvement in learning activities, highlighting that engagement positively impacted their learning. In addition, our conclusion with respect to the role of “doing phases” in unmasking false sensations of understanding is in line with the statement Nemirow (1995) made regarding the phenomenon of understanding: “To understand is to be able to implement or apply a rule.” According to Wittgenstein (2009), someone who exclaims that “Now I can go on!” but fails to do so certainly did not understand it. Brantingham (2011) argues that the feeling that accompanies understanding (a belief that we have got the idea) should not be equated with true understanding. If this feeling is not followed by explanation or action, then understanding has not occurred. We share the conviction of Grover and Pea (2013) that just as basic literacy in mathematics and the sciences is considered essential for understanding how our world works, AT/CT is just as essential in understanding how the all-pervasive computing devices work. Accordingly, a unified “CT for all” approach, akin to initiatives like “Science for all” or “Arts for all”, which is carefully designed and properly calibrated and which bridges the diversity gaps in order to target all learning communities, is a major endeavour. The studies we have presented should encourage curriculum developers and instructional designers to analyse the possibility of designing and developing unified AT/CT promoter learning environments for all students.
