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.
Student creatively uses software for personally defined purposes.
Structure-dependent engagement . Student is sensitive to and competent with software operation and navigation . Student pursues goals communicated by the software. Student may not yet display full mastery of software features, but responds to operational, navigational, or content organization. Above this point, students demonstrate patterns of interaction that make competent use of software structure.