The class that looks the most engaged on devices might be the one getting the least cognitive training. Schools have quietly accepted engagement as the quality signal for learning, but engagement and learning infrastructure aren't the same build. Let's talk about what we're actually constructing.

This episode draws in part on research in:

• Cognitive load theory and instructional design (Sweller, 1988; Paas, Renkl & Sweller, 2003)
• Behavioral vs. cognitive engagement: the distinction between appearing engaged and learning deeply (Fredricks, Blumenfeld & Paris, 2004)
• The generation effect: active production produces stronger memory encoding than passive recognition (Slamecka & Graf, 1978; Bertsch et al., 2007)
• Media multitasking and reduced cognitive control in learners (Ophir, Nass & Wagner, 2009)
• Non-academic device use during instruction and academic performance outcomes (Ravizza, Hambrick & Fenn, 2014)
• Desirable difficulties and long-term retention and transfer (Bjork & Bjork, 2011)