Evaluating the value of persuasive technology and the role of teachers in a blended learning course for social work students

Abstract

Introduction: In this study, a blended learning course, designed using a participatory design approach and Persuasive Technology (PT), was evaluated by students and teachers. The use of a participatory design and PT may help facilitate a blended learning course that motivates students and supports teachers in this relatively new field. Method: Students received the blended course as part of their regular curriculum. Subsequently, interviews with students (N = 10) and teachers (N = 3), as well as a survey among students (N = 35) were held to evaluate the blended course. Results: Most of the PT which was implemented motivated the students to participate in the online course. The techniques suggestions, similarity, reduction, self-monitoring and tunneling seemed to specifically motivate students. According to the students, their teachers sufficiently integrated the online course with the Face to Face Classes. Teachers stated that they stimulated intrinsic motivation, supported students to complete their tasks and facilitated the blended learning process (integrating the different elements of a blended learning course). Discussion/Conclusion: The use of PT motivated students. Teachers played a crucial role in merging different aspects of the blended learning course. Future challenges would be the implementation of social support online.

Participatory design of persuasive technology in a blended learning course: A qualitative study

“…The current design is part of a larger research project. In a subsequent study, we investigated the user's experience and adoption of PT, which clarify the extent to which students found the techniques motivational which were applied in the online element of the blended course (Engelbertink et al 2020). An RCT is then carried out to investigate which design of the blended learning course has the most effect.…”

Towards a strong professional identity within higher education

“…The current design is part of a larger research project. In a subsequent study, we investigated the user's experience and adoption of PT, which clarify the extent to which students found the techniques motivational which were applied in the online element of the blended course (Engelbertink, Kelders, Woudt-Mittendorff, & Westerhof, 2020a). An RCT is then carried out to investigate which design of the blended learning course has the most effect.…”

“…Almost no use of technology has been made that promotes cooperation between students. For a detailed description of the used PT and the pilot evaluation of the online modules, refer to our other studies (Engelbertink et al, 2020b(Engelbertink et al, , 2020a.…”

“…PT may support students in their academic assignments, for example by guiding them with step-by-step instructions through materials in a personalized way (PT tunneling combined with personalization), or through receiving encouraging messages when partial assignments have been completed (PT praise). In an evaluation study, students reported that they were indeed motivated by most PT strategies, as they received support for their assignments via their computer in dialog form (Engelbertink et al, 2020a). However, little quantitative research is currently available regarding the effects of PT on perceived persuasiveness and involvement in an educational setting (Engelbertink et al, 2020b(Engelbertink et al, , 2020a.…”

“…In an evaluation study, students reported that they were indeed motivated by most PT strategies, as they received support for their assignments via their computer in dialog form (Engelbertink et al, 2020a). However, little quantitative research is currently available regarding the effects of PT on perceived persuasiveness and involvement in an educational setting (Engelbertink et al, 2020b(Engelbertink et al, , 2020a.…”