Using content analysis, researchers reviewed literature to identify the meanings attached to and methods used for measuring learner-content interaction in digitally augmented learning experience. Digitally augmented learning experiences are defined in this dissertation as situations where a learner interacts with content delivered using a computer. Examples include online learning using a desktop, laptop, or mobile device, classroom use of a device to interact with content such as a digital textbook, computer simulation, augmented or virtual reality, smart watch or phone, or other similar educational activities. These activities can be delivered directly from a digital device, over a wireless connection, or via the internet. Digitally augmented learning experiences can be web-based, cloud-based, or loaded on a device; streamed or downloaded; fully online, or part of a classroom experience, such as a blended-learning situation. Current discourse surrounding learner-content interaction in digitally augmented learning environments showed themes of label, theory, measurement, types of content, pedagogy, and looking forward. The label theme describes the use of the term as a research variable or other use where no context was given. Theory includes mentions of Moore's transactional distance (1973) or list of interaction types (1989), Anderson's Equivalency Theorem (2003), and other related educational theories. The measurement theme included all mentions of how learner-content interaction was evaluated, measured, or quantified. Types of content included descriptions of specific content learners interacted with, such as textbooks, online text, discussion boards, simulations, assignments, and assessments. Pedagogy included mentions of student learning, knowledge construction, and understanding that did not include mention of a specific learning theory. The looking forward theme includes suggestions for researchers and practitioners surrounding learner-content interaction. This dissertation discusses strengths and weaknesses of current tools used to measure learner-content interaction in digitally augmented learning experiences. Based on the strengths and weaknesses found in current measurement tools an integrated measurement tool was developed and evaluated for content validity.

Interaction is a core element in the design of blended and distance learning environments. The importance of understanding these interactions and what might increase effectiveness of such interactions in education is paramount for meaningful learning. This dissertation consists of two qualitative case studies designed to provide a rich, descriptive look at interactions in a high school distance/blended-learning context in the home-study and technology-meditated seminary program of The Church of Jesus Christ of Latter-day Saints. In the study article, Moore's (1989) interaction framework was used as a lens for understanding the learner experience. Thematic narratives were used to highlight themes related to students' perceived learning gains from learner-content interaction and their hesitancy to engage in learner-learner and learner-instructor interactions if they had not met personally. In the second study, Garrison's (2007) Community of Inquiry framework was used to understand the impact that teacher decisions, other than the selection of content, had on the cognitive and social climate of the learning experience. This study describes how a teacher's facilitation of social interaction influences the course learning outcomes. The results highlight the teacher's role in providing the educational and social climate needed to foster learner interactions. This study noted that when the teachers gave learners the opportunity to interact in a live setting, it appeared to foster the relationships needed to interact online. The narratives also highlight how a teacher helped learners interact with one another around content online.