Any set of learning principles is predicated on a defi nition of learning. In this book, we defi ne learning as a process that leads to change , which occurs as a result of experience and increases the potential for improved performance and future learning (adapted from Mayer, 2002 ). There are three critical components to this definition:
1. Learning is a process , not a product. However, because this process takes place in the mind, we can only infer that it has occurred from students ’ products or performances.
2. Learning involves change in knowledge, beliefs, behaviors, or attitudes. This change unfolds over time; it is not fl eeting but rather has a lasting impact on how students think and act.
3. Learning is not something done to students, but rather something students themselves do. It is the direct result of how students interpret and respond to their experiences — conscious and unconscious, past and present.
