Moving from the Spontaneous to the Intentional: More Evidence of How Children use Visual Marginalia to Self-regulate their Learning
Résumé
In this poster, we introduce the concept of Visual Marginalia (VM) and present our second study on this topic, carried out in Italian primary and secondary schools. Results give more evidence to our Visual Marginalia elaboration Model (VMeM) confirming how VM involve base and explicit intentionality and ongoing self-regulation processes that affect students' emotions, attention, motivation, memory, and knowledge integration and reorganization and revealing a new type of VM, Dynamic Visual Marginalia.