| Abstract: | Computer technologies for learning environments have been introduced with great expectations for improved learning outcomes. However, the great improvements have not materialised; some of these extant studies are examined. Of all the explanations for these disappointing results, the least examined are the affordances of the computer tools. This paper provides a rationale for studying affordances and presents two studies in K‐12 and undergraduate settings showing how powerful affordances are in affecting outcomes. Finally, the paper presents guidelines on how to gradually move students from a game affordance of a computer to a learning mode. |
