The impact of digital learning environments on science learning: Two possible ways to foster cognitive learning processes

Fostering understanding and interest in (natural) science-related topics is of the utmost scientific and
practical relevance. Digital learning environments offer interesting opportunities in this regard.
However, in order for them to support learning, attention must be paid to both their instructional design
and the ongoing learning processes that influence the way in which learners can use them effectively for
learning. Thus, following situative and cognitive perspectives taken from learning science and cognitive
psychology, this thesis aims to obtain a holistic understanding of learning using digital environments by
simultaneously examining different antecedents, processes, and consequences of learning. Over the
course of three manuscripts, we pursued two possible ways to foster science learning with digital
learning environments. We investigated the effects of aesthetic interfaces in a learning application
(Manuscript 1) and the effects of enhanced video tools designed to foster generative learning on
scientific interest and learning (Manuscripts 2 and 3). Our results revealed that cognitive processes can
be successfully fostered using both ways, leading to increased interest and learning in science.