From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning
Compared to traditional classroom learning, success in online learning tends to depend more on the learner’s skill to self-regulate. Self-regulation is a complex meta-cognitive skill set that can be acquired. This study explores the effectiveness of a virtual learning assistant in terms of (a) devel...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2023-01-01
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| Series: | Computers and Education: Artificial Intelligence |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666920X22000662 |
| _version_ | 1797799907424206848 |
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| author | Eduard Pogorskiy Jens F. Beckmann |
| author_facet | Eduard Pogorskiy Jens F. Beckmann |
| author_sort | Eduard Pogorskiy |
| collection | DOAJ |
| description | Compared to traditional classroom learning, success in online learning tends to depend more on the learner’s skill to self-regulate. Self-regulation is a complex meta-cognitive skill set that can be acquired. This study explores the effectiveness of a virtual learning assistant in terms of (a) developmental, (b) general compensatory, and (c) differential compensatory effects on learners’ self-regulatory skills in a sample of N = 157 online learners using an experimental intervention-control group design. Methods employed include behavioural trace data as well as self-reporting measures. Participants provided demographic information and responded to a 24-item self-regulation questionnaire and a 20-item personality trait questionnaire. Results indicate that the adaptive assistance did not lead to substantial developmental shifts as captured in learners’ perceived levels of self-regulation. However, various patterns of behavioural changes emerged in response to the intervention. This suggests that the virtual learning assistant has the potential to help online learners effectively compensate for deficits (in contrast to developmental shifts) in self-regulatory skills that might not yet have been developed. |
| first_indexed | 2024-03-13T04:27:02Z |
| format | Article |
| id | doaj.art-8a2572161c0e41cda622363bf792c723 |
| institution | Directory Open Access Journal |
| issn | 2666-920X |
| language | English |
| last_indexed | 2024-03-13T04:27:02Z |
| publishDate | 2023-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers and Education: Artificial Intelligence |
| spelling | doaj.art-8a2572161c0e41cda622363bf792c7232023-06-20T04:21:11ZengElsevierComputers and Education: Artificial Intelligence2666-920X2023-01-014100111From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learningEduard Pogorskiy0Jens F. Beckmann1Corresponding author.; School of Education, Durham University, Leazes Road, Durham, DH1 1TA, United KingdomSchool of Education, Durham University, Leazes Road, Durham, DH1 1TA, United KingdomCompared to traditional classroom learning, success in online learning tends to depend more on the learner’s skill to self-regulate. Self-regulation is a complex meta-cognitive skill set that can be acquired. This study explores the effectiveness of a virtual learning assistant in terms of (a) developmental, (b) general compensatory, and (c) differential compensatory effects on learners’ self-regulatory skills in a sample of N = 157 online learners using an experimental intervention-control group design. Methods employed include behavioural trace data as well as self-reporting measures. Participants provided demographic information and responded to a 24-item self-regulation questionnaire and a 20-item personality trait questionnaire. Results indicate that the adaptive assistance did not lead to substantial developmental shifts as captured in learners’ perceived levels of self-regulation. However, various patterns of behavioural changes emerged in response to the intervention. This suggests that the virtual learning assistant has the potential to help online learners effectively compensate for deficits (in contrast to developmental shifts) in self-regulatory skills that might not yet have been developed.http://www.sciencedirect.com/science/article/pii/S2666920X22000662MOOCSelf-regulated learningDevelopmental vs compensatory shiftsSelf ratingsPersonalityBehavior traces |
| spellingShingle | Eduard Pogorskiy Jens F. Beckmann From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning Computers and Education: Artificial Intelligence MOOC Self-regulated learning Developmental vs compensatory shifts Self ratings Personality Behavior traces |
| title | From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning |
| title_full | From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning |
| title_fullStr | From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning |
| title_full_unstemmed | From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning |
| title_short | From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning |
| title_sort | from procrastination to engagement an experimental exploration of the effects of an adaptive virtual assistant on self regulation in online learning |
| topic | MOOC Self-regulated learning Developmental vs compensatory shifts Self ratings Personality Behavior traces |
| url | http://www.sciencedirect.com/science/article/pii/S2666920X22000662 |
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