Integrating Cultural-Historical Activity Theory and Authentic Learning with Technology in Teaching and Learning: A Case Study Analysis

Tommie Hamaluba, Moono Hamaluba


This research work presents a comprehensive framework that merges Cultural-Historical Activity Theory (C), Authentic Learning (A), and six distinct roles of Technology (T) in the context of teaching and learning. The study reviews five individual case studies that explore the utilization of technology in educational settings, examining their alignment with the CAT framework. The research highlights the significance of adventure games as an effective medium for knowledge construction, wherein embedded puzzles and core content serve as extrinsic mediators, while discussions between players intrinsically mediate knowledge construction. Additionally, artifacts of mass media, such as games, software, and other media, facilitate knowledge production when they function as tools rather than objects of the activity. Drawing on Vygotskian concepts of social tool-mediated dialogical knowledge construction, the research concludes that games and media play an integral role in enhancing teaching and learning experiences. This study aims to contribute to the broader understanding of technology integration in education, encouraging educators to adopt transformative approaches to optimize the benefits of technology in the learning process.

Full Text:




  • There are currently no refbacks.

Copyright (c) 2023 Tommie Hamaluba, Moono Hamaluba

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © SCHOLINK INC.  ISSN 2690-3679 (Print)  ISSN 2690-3687 (Online)