On the Influence on Learning of Student Compliance with Prompts Fostering Self-Regulated Learning

In this paper, we investigate the relationship between students' learning gains and their compliance with prompts fostering self-regulated learning (SRL) during interaction with MetaTutor, a hypermedia-based intelligent tutoring systems (ITS). When possible, we evaluate compliance from student explicit answers on whether they want to follow the prompts, When such answers are not available, "we mine" several student behaviors related to prompt compliance. These behaviors are derived from students' eye-tracking and interaction data (e.g., time spent on a learning page, number of gaze fixations on that page). Our results reveal that compliance with some, but not all SRL prompts provided by MetaTutor do influence learning. These results contribute to gain a better understanding of how students benefit from SRL prompts, and provides insights on how to further improve their effectiveness. For instance, prompts that do improve learning when followed could be the focus of adaptation designed to foster compliance for those students who would disregard them otherwise. Conversely, prompts that do not improve learning when followed could be improved based on further investigations to understand the reason for their lack of effectiveness. [For the full proceedings, see ED596512.]