For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on these theories and empirical results, a social-processes-augmented theory is suggested: the Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). This CASTLE postulates that social cues in digital materials activate social schemata in learners leading to enhanced (para-)social, motivational, emotional, and metacognitive processes. To substantiate this theory, socio-cognitive theories are used, which predict social influences on learning with digital materials. Besides, previous empirical findings are presented assuming that with a rising number of social cues in digital materials, the influence of social processes increases. Finally, consequences regarding the design of digital learning media are discussed.

长期以来，对数字环境下个体学习的研究主要基于认知导向理论。本文旨在提供证据表明社会过程会影响数字材料的个人学习。基于这些理论和实证结果，提出了一种社会过程增强理论：数字环境中的认知-情感-社会学习理论（CASTLE）。该 CASTLE 假设数字材料中的社会线索会激活学习者的社会图式，从而增强（准）社会、动机、情感和元认知过程。为了证实这一理论，使用了社会认知理论，这些理论预测了社会对数字材料学习的影响。此外，之前的实证研究结果假设随着数字材料中社会线索数量的增加，社会进程的影响增加。最后，讨论了有关数字学习媒体设计的后果。