Affordance Theory as a Framework for Twenty-first Century Learning Principles

Abstract

Affordance theory (Gibson, 1979) has emerged as a perspective embraced by architects and researchers involved with the planning of learning environments. While this perspective can relate to the design of learning environments, this chapter presents a reinterpretation of affordance theory. This reinterpretation locates Gibson’s concept of the niche in the foreground. With this interpretation, school buildings may be understood as comprising a variety of places for learning. These different places inside and outside classrooms can encourage learners to become fully engaged in acquiring knowledge and mastering skills (Lave and Wenger in Situated learning. Cambridge University Press, New York, 1991; Patel in An analysis of Jean Lave and Etienne Wenger’s situated learning: legitimate peripheral participation. Macat International, London, 2018). Hence, this chapter will expand the notion of affordances beyond the concept of objects that an individual picks up by engaging with the physical environment toward a nuanced analysis of the role of the affordance(s) within the context of the social situations that guide the learning process. From this analysis, this chapter will examine twenty-first century Learning Principles. Moreover, twenty-first century Learning Principles will be explored in the context of space, the practice of teaching and learning as well as in relationship to affordance theory and situated learning theory.