Aiki - Turning Online Procrastination into Microlearning

Inie, Nanna; Lungu, Mircea

doi:10.1145/3411764.3445202

Cited by 12 publications

(12 citation statements)

References 35 publications

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“…Schneegass et al (2022) investigated the integration of L2 vocabulary practice into common mobile device interactions, such as unlocking the device through an authentication action and responding to notifications. Inie and Lungu (2021) developed an internet browser extension that requires the user to spend a specified amount of time engaged in language learning activities such as (but not limited to) L2 vocabulary study before allowing them to access a designated "time-wasting" website. They reported a slight improvement in the post-tests following the use of the system, but not all the participants reported enjoying using it in its current implementation.…”

Section: Microlearning and Peer Feedback Appsmentioning

confidence: 99%

“…Jahnke et al (2020) proposed a set of mobile microlearning design principles described earlier in this paper. The design of the second version of the Pebasco Arakawa et al, 2022;Dingler et al, 2017;Inie & Lungu, 2021;Kovacs, 2015), there is a gap in the literature of research that investigates the use of asynchronous mobile microlearning peer feedback training in the context of spoken content in foreign language learning. The current study aimed to fill this gap.…”

Section: Contrast With Previous Workmentioning

confidence: 99%

“…Mobile microlearning is a type of technology-enhanced learning which is notable for its short duration and flexibility in the time and place of learning (Hug et al, 2006). Although there are several studies that research novel uses of microlearning to improve L2 vocabulary skills (e.g., Arakawa et al, 2022;Dingler et al, 2017;Inie & Lungu, 2021;Kovacs, 2015), there is a gap in the literature of research that investigates the use of asynchronous mobile microlearning peer feedback training in the context of spoken content in foreign language learning. The current study aims to fill this gap.…”

Section: Introductionmentioning

confidence: 99%

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Analyzing learner profiles in a microlearning app for training language learning peer feedback skills

2023

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Peer feedback can be described as the act of one learner evaluating the performance of another learner. It has been shown to impact student learning and achievement in language learning contexts positively. It is a skill that can be trained, and there have been calls for research on peer feedback training. Mobile microlearning is a type of technology-enhanced learning which is notable for its short duration and flexibility in the time and place of learning. This study aims to evaluate how an asynchronous microlearning app might improve students’ skills for providing peer feedback on spoken content in the context of English as a foreign language (EFL) education. This study used convenience sampling and a quasi-experimental single-group pre-/post- research design. Japanese university students ( n = 87) in an EFL course used the Pebasco asynchronous microlearning app to practice peer feedback skills. The students’ app usage data were used to identify five behavioral profiles. The pattern of profile migration over the course of using Pebasco indicates that many participants improved or maintained desirable patterns of behavior and outcomes, suggesting a positive impact on the quality of peer feedback skills and second-language (L2) skills, as well as the ability to detect L2 errors. The findings also suggest improvements that can be made in future design iterations. This research is novel because of a current lack of research on the use of no-code technology to develop educational apps, particularly in the context of microlearning for improving peer feedback skills in EFL.

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Section: Microlearning and Peer Feedback Appsmentioning

confidence: 99%

Section: Contrast With Previous Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Analyzing learner profiles in a microlearning app for training language learning peer feedback skills

2023

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“…Recent research has suggested redirection of activity (automatically redirecting a user to a website which is aligned with their goals or intentions) as a promising intervention strategy to manage and self-regulate behavior while working on a computer [39,61]. An extension which intercepts one activity with another can be used to scafold 'controlled procrastination': where a person uses a self-defned procrastination activity as a reward for engaging in some 'productive' activity, for instance, learning [80].…”

Section: Introductionmentioning

confidence: 99%

Challenges and Opportunities of Using Redirection of Activity for Self-Regulation Online

Inie

Westh

Muller³

et al. 2023

Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems

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This paper explores redirection of activity as an intervention strategy for self-regulation online. We conducted an explorative study ( = 19) of the browser extension Aiki, which redirects a user from a self-defned 'time-wasting' website to an online platform for learning programming (Sololearn, Codecademy, or Udemy). Based on quantitative measures alone, using Aiki decreased the participants' time spent on time-wasting websites on average, and increased programming knowledge. However, several users ended up avoiding their time-wasting websites entirely when Aiki was active, or they discontinued the use of the extension after 'the novelty wore of'. Based on these efects, we qualitatively explored the user experiences and identifed four challenges and four opportunities for using redirection of activity as an intervention strategy for self-regulation of time management in a browser. Our results suggest that this intervention strategy is promising, but careful design is necessary to strike an optimal balance between independence and regulation. CCS CONCEPTS• Human-centered computing → User interface design; Interactive systems and tools.

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“…Second, costs for both the instructor and the subject can be reduced by improving the treatment e ciency [24]. Moreover, internet-based intervention channels for procrastination include online counselling and psychotherapy [25], interactive and self-guided intervention [25], online support groups [26,27], online virtual reality therapy [28], gaming therapy [29], mobile internet and short message service texting [23,30], applications [31][32][33], video chat and conferences [34], and email [35].…”

Section: Introductionmentioning

confidence: 99%

Internet-Based Self-Help Intervention for Procrastination: Randomized Control Group Trial Protocol

Ying

WANG

2022

Preprint

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Background: Procrastination or "postponing until later" is a common phenomenon defined as the intentional delay in partaking in and finishing important activities despite negative outcomes potentially outweighing the positive. Procrastination adversely affects mental health, academic performance, and career achievement. Although studies on procrastination intervention methods and effectiveness exist, utility and cost-effectiveness are limited by various factors, including practitioner availability and skills, barriers to participant participation, and the time investment required by participants. Thus, internet-based interventions could increase the availability of evidence-based treatments for adult procrastination. Methods: This study explored the efficacy of an online-based self-help intervention in the context of voluntary procrastination among undergraduate students. The study design is a randomized controlled trial. Participants who self-reported procrastination-related problems and behaviours were included in the trial consisting of two groups; specifically, one group undergoing a self-directed internet-based intervention for coping with procrastination (N=160) and (2) another group with delayed access to the intervention programs (waitlist control group; N=160). Follow-up assessments were scheduled 6 and 12 weeks after baseline, and the control group received the intervention after 12 weeks. Procrastination, measured by the Irrational Procrastination Scale and the Simple Procrastination Scale, was examined as the primary outcome. Meanwhile, secondary outcomes included susceptibility, stress, depression, anxiety, well-being, self-efficacy, time management strategies, self-control, cognition, and emotion regulation. Other measures comprised acceptability (e.g., intervention satisfaction, potential side effects, and expectations) and learning behaviour analysis to reflect adherence. Discussion: This randomized controlled trial will provide data on the effectiveness of online interventions for adult procrastination. If deemed effective, this low-cost, high-coverage internet-based intervention could aid more people who seek to address their procrastination. Trial registration: Chinese Clinical Trial Registry ChiCTR2200065752.

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Aiki - Turning Online Procrastination into Microlearning

Cited by 12 publications

References 35 publications

Analyzing learner profiles in a microlearning app for training language learning peer feedback skills

Analyzing learner profiles in a microlearning app for training language learning peer feedback skills

Challenges and Opportunities of Using Redirection of Activity for Self-Regulation Online

Internet-Based Self-Help Intervention for Procrastination: Randomized Control Group Trial Protocol

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