Can a Non-Cognitive Learning Companion Increase the Effectiveness of a Meta-Cognitive Learning Strategy?

VanLehn, Kurt; Zhang, Lishan; Burleson, Winslow; Girard, Sylvie; Hidago-Pontet, Yoalli

doi:10.1109/tlt.2016.2594775

Cited by 11 publications

(4 citation statements)

References 39 publications

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“…In a recent trend, society and workplaces are beginning to be aware that information ability is a necessary competence for college students to cultivate, as developing computer skills and programming design skills is found to be increasingly crucial [ 12 , 19 , 109 ]. According to previous research [ 34 , 113 ], MCLS could be more effective in developing students’ programming skills with the integration with educational technology. Thus, the authors in this study were encouraged to apply MCLS in an online programming course to enhance students’ learning performance and to investigate if MCLS could improve students’ academic motivation, and refusal self-efficacy of Internet use.…”

Section: Discussionmentioning

confidence: 99%

Integrating online meta-cognitive learning strategy and team regulation to develop students’ programming skills, academic motivation, and refusal self-efficacy of Internet use in a cloud classroom

Tsai

Lee

Cheng

et al. 2022

Univ Access Inf Soc

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With the development of technology and demand for online courses, there have been considerable quantities of online, blended, or flipped courses designed and provided. However, in the technology-enhanced learning environments, which are also full of social networking websites, shopping websites, and free online games, it is challenging to focus students’ attention and help them achieve satisfactory learning performance. In addition, the instruction of programming courses constantly challenges both teachers and students, particularly in online learning environments. To overcome and solve these problems and to facilitate students’ learning, the researchers in this study integrated two teaching approaches, using meta-cognitive learning strategy (MCLS) and team regulation (TR), to develop students’ regular learning habits and further contribute to their programming skills, academic motivation, and refusal self-efficacy of Internet use, in a cloud classroom. In this research, a quasi-experiment was conducted to investigate the effects of MCLS and TR adopting the experimental design of a 2 (MCLS vs. non-MCLS) × 2 (TR vs. non-TR) factorial pre-test/post-test. In this research, the participants consisted of four classes of university students from non-information or computer departments enrolled in programming design, a required course. The experimental groups comprised three of the classes, labelled as G1, G2, and G3. G1 concurrently received both the online MCLS and TR intervention, while G2 only received the online MCLS intervention, and G3 only received the online TR intervention. Serving as the control group, the fourth class (G4) received traditional teaching. This study investigated the effects of MCLS, TR, and their combination, on improving students’ programming skills, academic motivation, and refusal self-efficacy of Internet use in an online computing course. According to the results, students who received online TR significantly enhanced their programming design skills and their refusal self-efficacy of Internet use a cloud classroom. However, the expected effects of MCLS on developing students’ programming skills, academic motivation, and refusal self-efficacy of Internet use were not found in this study. The teaching strategy of integrating MCLS and TR in an online programming course in this study can serve as a reference for educators when conducting online, blended, or flipped courses during the COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

Integrating online meta-cognitive learning strategy and team regulation to develop students’ programming skills, academic motivation, and refusal self-efficacy of Internet use in a cloud classroom

Tsai

Lee

Cheng

et al. 2022

Univ Access Inf Soc

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“…The studies for designing teaching methods showed the roles and necessities of teaching procedures and interventions when applying ICT to education (Hwang & Yang, 2008;Martinez Borreguero et al, 2020;Repman, 1993;Woloshyn et al, 2017). For designing systems, their purposes were students' affect detection (Beege et al, 2018;Olugbade et al, 2020;Standen et al, 2020;Wu et al, 2014), reinforcement and feedback (Alepis et al, 2011;Rajendran et al, 2019;VanLehn et al, 2017), and both (Hwang & Yang, 2009). These studies found that environmental conditions for students' participation and flow were related to affective factors, so they attempted to collect and to utilize students' affective information.…”

Section: (Rq1-2) What Are the Research Purpose Trends?mentioning

confidence: 99%

“…First, in designing studies, outputs were systems and teaching methods. Systems were affective detectors (Richey et al, 2019;Standen et al, 2020;Wu et al, 2014), tutors for interaction between students and systems (VanLehn et al, 2017), and decision-making theory for affective judgment (Alepis et al, 2011). Teaching methods were instructional interventions that managed to change negative emotions in learning, such as frustration and boredom, into positive emotional responses and attitudes (Martinez Borreguero et al, 2020;Rajendran et al, 2019).…”

Section: (Rq2-3) What Are the Study Trends In Terms Of Affective Obje...mentioning

confidence: 99%

Affective domain studies of K-12 computing education: a systematic review from a perspective on affective objectives

Yun

Cho

2021

J. Comput. Educ.

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Interests in the affective domain of K-12 computing education (CE) are increasing. Affective factors play a big role in understanding students and their achievements. We can clarify the characteristics and hierarchy of affective factors as affective objectives with a perspective on educational objectives. This systematic review analyzes studies of affective factors in K-12 CE with a perspective on affective objectives. Using a keyword search and inclusion-exclusion criteria, 34 articles were retrieved. Findings show that annual publications are gradually increasing, particularly since 2008. For research purposes, studies for evaluation of inputs and outcomes and designing of teaching methods and educational systems were very common. From the perspective of affective objectives, the tendencies of the articles were analyzed by categorizing Krathwohl's classification into two types (affective activity and cognitive judge activities). Characteristics of each article were evaluated by analyzing the affective objective type, main affective factor type, and research purpose elements. We discussed three things as a result of this review: (1) the amount of research in the affective domain in K-12 CE; (2) study directions from the perspective of affective objectives; and (3) considerations for subject applications. We proposed developing an affective taxonomy suitable for CE as a future work. This review provides a new approach to comprehending the affective domain in K-12 CE and derives trends and implications from the retrieved studies. The findings can be useful information to educators and researchers seeking a variety of educational practices and new viewpoints in K-12 CE.

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“…The principal criterion in the adaptive learning environment of ITS is to select right instructional strategies and feedback to increase motivation and engagement [24,54]. ITS plays a central role in designing and performing the best pedagogical strategies for learners .…”

Section: Introductionmentioning

confidence: 99%

The effect of emotional analysis on the improvement of experimental e‐learning systems

Khalfallah

Slama

2018

Comp Applic In Engineering

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E‐learning, also known as online learning or technology enhanced learning, needs to provide more heterogeneous learning including not only Web‐based courses and virtual classrooms but also remote labs with an affective recognition system. These latter allow students to interact with real experiments conducted from a distance with real‐time facial expression recognition using a webcam. However, multiple systems do not include this kind of learning. Thus, students' motivation, interest, and learning might be negatively affected since there can be no emotional interaction without “on demand” learning. This work analyzes the impact of students' emotions to enhance the learning experience in two aspects: (i) filling the existing gaps of students and (ii) improving the usability and readability of the platform. The overall goal of our research is to build a novel intelligent tutoring system, called “LabTutor,” adapted to the profile of every student. It aims to serve as an experienced teacher for students who access and perform experiments on real laboratory equipment in the field of engineering education.

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Can a Non-Cognitive Learning Companion Increase the Effectiveness of a Meta-Cognitive Learning Strategy?

Cited by 11 publications

References 39 publications

Integrating online meta-cognitive learning strategy and team regulation to develop students’ programming skills, academic motivation, and refusal self-efficacy of Internet use in a cloud classroom

Integrating online meta-cognitive learning strategy and team regulation to develop students’ programming skills, academic motivation, and refusal self-efficacy of Internet use in a cloud classroom

Affective domain studies of K-12 computing education: a systematic review from a perspective on affective objectives

The effect of emotional analysis on the improvement of experimental e‐learning systems

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