Motivational and metacognitive feedback in SQL-Tutor*
Motivational and metacognitive feedback in SQL-Tutor*
复制标题
SQL-Tutor* 中的动机和元认知反馈
DOI：
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发表时间：
2015
影响因子：
2.7
通讯作者：
John Benedict du Boulay
中科院分区：
文献类型：
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作者：
Alison Hull;John Benedict du Boulay
动机和元认知紧密相连，自我效能感高的学习者更有可能使用各种自我调节学习策略，并在具有挑战性的任务上坚持更长时间。该研究的目的是提高学习者在使用智能辅导系统（ITS）时对解决问题的过程和体验的关注，并包括基于学习者过去状态和经验的动机和元认知反馈。现有的 ITS（SQL-Tutor）用于学习数据库模块的一年级本科生。该研究使用了 SQL-Tutor 的两个版本：控制组使用提供领域反馈的基本版本，研究组使用还提供动机和元认知反馈的扩展版本。本文总结了处理前和处理后的结果。各组之间的比较显示，在学习成果和行为方面存在一些有利于研究组的不同趋势。
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.