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- Vol 2 RE: Chapter 2, App D
- Vol 2 TE: Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243
- Vol 4 RE: Chapters 1, 2, 3
- Vol 5 TE: App C
active-constructive-interactive taxonomyactive engagementconstructive engagementinteractive engagementgenerative activitieslearner outputssubstantive dialogueJournal article Evidence summaryAt a glance
Chi proposes a learner-centred taxonomy for distinguishing active, constructive, and interactive activities by observable behaviour and hypothesised knowledge processes.
Key ideas
Active learners manipulate or select presented information; constructive learners generate an output that goes beyond it, such as an explanation, prediction, or concept map; interactive learners engage in substantive dialogue that builds on a partner's contribution. These categories generate the hypothesis that interactive learning is generally stronger than constructive, which is stronger than active, which exceeds passive reception, when activities are implemented as defined. The article reviews evidence, explains exceptions, and stresses that a task label is insufficient: notes, discussion, or technology can fall into different modes depending on what learners actually produce.
Why it matters
For educators, the framework supports designing prompts for generation and co-construction, examining learner outputs, and choosing comparison activities carefully when evaluating “active learning.”
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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