A taxonomy of modes of student engagement with educational software Literate thinking . Student understands the content of the software from multiple and personally meaningful perspectives . Student manipulates software features to explore different perspectives and develop different interpretations as an opportunity to reflect on personal values or experiences. Critical engagement .
Student attempts to identify operational and content-related limitations of the software .
Student manipulates software features, keenly observes the effects of the manipulations, and integrates the results in future interactions to test personal understandings or limitations of the software presentations . Above this point, software structure becomes an object of critical reflection and a stimulus for perspective-taking. Self-regulated interest . Student creates personal goals within the software to make the software as personally interesting as possible. Student adjusts software features to sustain deeply involved, interesting, or challenging interactions.