The Role of Situational Interest in Personalized Learning
The Role of Situational Interest in Personalized Learning
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DOI：
10.1037/edu0000250
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发表时间：
2018-08-01
影响因子：
4.9
通讯作者：
Walkington, Candace
中科院分区：
文献类型：
--
作者：
Bernacki, Matthew L.;Walkington, Candace
情境个性化是将学生的校外兴趣融入到学习任务中，近年来的研究表明，情境个性化对学生的情境兴趣有积极的影响，进而影响学生的数学成绩和学习。然而，很少有研究表明对兴趣和成就的影响，这就引起了人们对情境个性化干预是否能同时达到这两个目的的质疑。个性化的影响理论上是由于激活学生的个人兴趣和情境兴趣的产生在数学任务中的先验知识，虽然理论家们已经开始质疑情境兴趣是否作为一种机制，学习成果的实现。这项实验研究探讨了高中生（N = 150）在智能辅导系统中解决的代数问题的4个单元的个性化是否可以提高他们在单元中的表现（即，准确性和学习效率）和课堂考试中，解决个性化问题的青少年是否会报告比解决标准问题的同龄人对单元更大的情境兴趣（以及后来对数学的个人兴趣）。以及通过情境兴趣的路径是否有助于个性化对结果的影响。高中生在个性化条件下报告了更大的触发情境兴趣的实验组，和触发兴趣预测在导师的结果（准确性，学习效率）。个性化的总效果也观察到课堂考试成绩和个人对数学的兴趣。兴趣和上下文个性化的理论的影响进行了讨论，数学教学和peisonalized学习环境的设计的影响。
Context personalization-the incorporation of students' out-of-school interests into learning tasks-has recently been shown to positively affect students' situational interest and then performance and learning in mathematics. However, few studies have shown effects on both interest and achievement, drawing into question whether context personalization interventions can achieve both ends. The effects of personalization are theorized to result from activation of students' prior knowledge of personal interests and generation of situational interest in math tasks, though theorists have begun to question whether situational interest serves as a mechanism by which learning outcomes are achieved. This experimental study examines whether personalizing 4 units of algebra problems that high school students (N = 150) solve in an intelligent tutoring system could improve their performance in units (i.e., accuracy and learning efficiency) and on classroom exams, whether adolescents who solved personalized problems would report greater situational interest in units (and later, individual interest in math) than peers who solved standard problems. and whether paths through situational interest would contribute to effects of personalization on outcomes. High school students in the personalization condition reported greater triggered situational interest in experimental uints, and triggered interest predicted in-tutor outcomes (accuracy, learning efficiency). A total effect of personalization was also observed on classroom exam performance and individual interest in mathematics. Implications for theories of interest and context personalization are discussed, as are implications for math instruction and design of peisonalized learning environments.