EDU Skyline Lecture 2025
Jul 3, 2025·
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0 min read
Frank Reinhold
Illuminated towers of the Frauenkirche in Munich at night. Image © Pexels / Bastian Riccardi.
Abstract
Digital tools are widely used in mathematics classrooms, yet the mechanisms by which they promote learning are still insufficiently understood. This talk introduces the CoDiL framework—a cognitive process model that explains how digitally enriched instruction can stimulate contentspecific learning activities and support knowledge construction. I will present two classroom-based mediation studies that empirically apply this framework. The first study (N = 300) examines how adaptive features in a digital learning environment for fractions affect cognitive engagement and outcomes in 6th grade. The second study (N = 70) investigates how programming whole paths fosters algorithmic thinking in 2nd and 3rd graders learning computational thinking. In both cases, learning effects were mediated by students’ engagement with specific digital features. These findings support the CoDiL framework’s core assumption. For digital tools to be effective, their instructional features must align with targeted learning activities—and learners must engage meaningfully. Implications for design and evaluation are discussed.
Date
Jul 3, 2025 5:00 PM — 7:00 PM
Event
Location
Technical University of Munich
Munich, Germany
