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Motivational and Metacognitive Feedback in SQL-Tutor
- Source :
-
Computer Science Education . 2015 25(2):238-256. - Publication Year :
- 2015
-
Abstract
- 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. 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) and including motivational and metacognitive feedback based on the learner's past states and experiences. An existing ITS, SQL-Tutor, was used with first-year undergraduates 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. This paper summarises the pre- and post-process results. Comparisons between groups showed some differing trends both in learning outcomes and behaviour in favour of the Study group.
Details
- Language :
- English
- ISSN :
- 0899-3408
- Volume :
- 25
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Computer Science Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1061763
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/08993408.2015.1033143