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Young Learners' Regulation of Practice Behavior in Adaptive Learning Technologies
Inge Molenaar1, Anne Horvers1, Rick Dijkstra1
1Behavioural Science Institute, Radboud University, Nijmegen, Netherlands.
Frontiers in Psychology
|January 11, 2020
Summary
Young learners using Adaptive Learning Technologies (ALTs) struggle with self-regulation. Goal setting and self-evaluation alone are insufficient; performance feedback is crucial for accurate self-assessment and effective learning.
Area of Science:
- Educational Technology
- Cognitive Psychology
- Learning Sciences
Background:
- Adaptive Learning Technologies (ALTs) show promise for learning.
- Limited understanding exists regarding young learners' self-regulation intentions within ALTs.
- Learners' self-evaluation and intentions significantly influence self-regulated learning.
Purpose of the Study:
- Investigate the impact of feed-up and feed-forward reports on practice behavior and learning in ALTs.
- Explore young learners' self-evaluation of goal attainment, performance, and accuracy within ALTs.
Main Methods:
- Experimental design involving young learners using ALTs.
- Learners set goals and self-evaluated progress using feed-up and feed-forward reports.
- Analysis of practice behavior, learning outcomes, and self-evaluation biases.
Main Results:
- Feed-up and feed-forward reports did not conclusively affect regulation of practice or learning.
- Young learners exhibited biased self-evaluations of goal attainment and performance, over- and underestimating abilities.
- Biased self-evaluation of accuracy and accuracy attainment was observed, impacting effort regulation.
Conclusions:
- Goal setting and self-evaluation in reports are insufficient for valid regulatory signals in ALTs.
- Young learners require explicit performance feedback to support accurate self-evaluation.
- Performance feedback is essential for driving correct regulatory actions and optimizing learning in ALTs.
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