Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647943
Title: Motivational and metacognitive feedback in an ITS : linking past states and experiences to current problems
Author: Hull, Alison
ISNI:       0000 0004 5347 9246
Awarding Body: University of Sussex
Current Institution: University of Sussex
Date of Award: 2015
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
Abstract:
Feedback is an important element in learning as it can provide learners with both information about progress as well as external motivational stimuli, providing them with an opportunity for reflection. Motivation and metacognition are strongly intertwined, with learners high in self-efficacy more likely to use a variety of self-regulatory learning strategies, as well as to persist longer on challenging tasks. Learning from past experience involves metacognitive processes as an act of reflecting upon one's own experience and, coupled with existing knowledge, aids the acquisition and construction of further knowledge. The aim of the research was to improve the learner's focus on the process and experience of problem solving while using an Intelligent Tutoring System (ITS), by addressing the primary question: what are the effects of including motivational and metacognitive feedback based on the learner's past states and experiences? An existing ITS, SQL-Tutor, was used in a study with participants from first year undergraduate degrees studying a database module. The study used two versions of SQL-Tutor: the Control group used a base version providing domain feedback and the Study group used an extended version that also provided motivational and metacognitive feedback. Three sources of data collection were used: module summative assessments, ITS log files and a post-study questionnaire. The analysis included both pre-post comparisons and how the participants interacted with the system, for example their persistence in problem-solving and the degree to which they referred to past learning. Comparisons between groups showed some differing trends both in learning and behaviour in favour of the Study group, though these trends were not significantly different. The study findings showed promise for the use of motivational and metacognitive feedback based on the learners' past states and experiences that could be used as a basis for future research work and refinement.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.647943  DOI: Not available
Keywords: LB1060 Learning ; QA0076 Computer software
Share: