Potential Abstract:
This research article explores the intersection of cognitive aesthetics and open educational practices in the context of naive genre expectations. Drawing on theories of cognitive psychology and educational technology, this study investigates how learners’ preconceived notions of genre impact their engagement with open educational resources. By examining the cognitive processes underlying aesthetic perceptions of educational materials, we seek to deepen our understanding of how learners interpret and interact with diverse types of content in open educational settings. Through a mixed-methods approach, including cognitive interviews and content analysis, we aim to uncover the implicit assumptions and biases that learners bring to their encounters with educational genres. Our findings highlight the importance of addressing these naive genre expectations in the design and implementation of open educational practices to enhance learning outcomes and foster critical engagement with digital resources. This research contributes to the growing body of literature on cognitive aesthetics in education and provides practical recommendations for educators and instructional designers in leveraging naive genre perceptions to support meaningful learning experiences in open settings.
Potential References:
- Aesthetic learning about, in, with and through the arts: A curriculum study
- Literature as aesthetic knowledge: implications for curriculum and education
- Interchanging Aesthetic and Technical: The Digital Narratives in Higher Educational Pedagogies
- Aesthetic experience in science education: Learning and meaning-making as situated talk and action
- The Aesthetic of Cognitive Mapping: An Approach to Arts-Based Research and Critical Artmaking
