The role of students’ interests during computer-assisted learning: A field experiment

Iterbeke, Kaat; Schelfhout, Wouter; Witte, Kristof De

doi:10.1016/j.chb.2021.107168

Cited by 7 publications

(7 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, this is one of the few personalization interventions we are aware of to document significantly negative effects on students’ interest in the academic subject (see also Iterbeke et al, 2022), calling into question the ways in which interest development theory (Hidi & Renninger, 2006) has typically been tied to personalization (e.g., Walkington & Bernacki, 2014, 2020). Iterbeke et al’s (2022) study involved a pattern where interest decreased and there was no effect on learning. Personalization studies have been conducted where effects are seen on interest, but not performance (e.g., Høgheim & Reber, 2015; Simsek & Çakır, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…Some studies have even suggested negative associations (Fancsali & Ritter, 2014). Iterbeke et al (2022) found that a personalized intervention for teaching seventh-and eighth-grade students about financial concepts in the context of their popular culture interests had no effect on learning and hampered triggered and maintained situational interest (a reduction of 0.44 and 0.20 SDs, respectively), compared to a control condition. Høgheim and Reber (2017) found that personalization in mathematics may have negative effects compared to a control condition for students with high individual interest or high perceived competence in mathematics.…”

Section: Context Personalizationmentioning

confidence: 99%

See 1 more Smart Citation

The effect of an intervention personalizing mathematics to students’ career and popular culture interests on mathematics interest and learning.

Walkington,

Bernacki,

Vongkulluksn

et al. 2024

Journal of Educational Psychology

View full text Add to dashboard Cite

Both personalization and utility value (UV) interventions have emerged in educational psychology as ways to increase students' interest in learning an academic subject, and potentially improve learning outcomes. However, empirical results for each approach have been mixed and these approaches have worked differently for different groups of students. In the present study, we combined the affordances of personalization with those of UV interventions to create novel activities where students posed mathematics problems based on their career and popular culture interests. While problem-posing has been identified as a powerful approach in the mathematics education literature, it is an effortful activity for learners, inducing demands described by theories related to desirable difficulties. We conducted a randomized control study with 458 middle school, high school, and college students enrolled in algebra courses with overlapping content to examine the impact of the personalized problem-posing intervention. Results showed that when controlling for dosage the intervention had statistically significant positive effects on algebra learning compared to a business-as-usual condition where students solved typical story problems in the same online platform. Posing problems based on popular culture interests was especially effective for learning for college students. However, for secondary school students, posing popular culture problems had significantly negative effects on their feelings of mathematics enjoyment. In addition, there was evidence that a subset of learners who completed a small dosage of the intervention had negative effects on their valuing of mathematics. Implications for interest development theory, personalized and UV interventions, and mathematical problem-posing designs are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Context Personalizationmentioning

confidence: 99%

The effect of an intervention personalizing mathematics to students’ career and popular culture interests on mathematics interest and learning.

Walkington,

Bernacki,

Vongkulluksn

et al. 2024

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…To avoid this, personalized feedback to teachers about their students and their overall course performance is usually recommended. Thus, LA can be used to define and establish identified learning metrics and benchmarks that can be communicated to all students as feed-back through dashboards, recommendation systems, personal emails, or even phone calls to instructors [14,15]. These authors also argue that educators must guide students according to a pedagogical plan that allows each student to build an autonomous learning process based on clear educational objectives to promote gains in learning, providing personalized feedback systems to promote self-regulated learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…These authors also argue that educators must guide students according to a pedagogical plan that allows each student to build an autonomous learning process based on clear educational objectives to promote gains in learning, providing personalized feedback systems to promote self-regulated learning. Furthermore, as Iterbeke et al [15] stated, technology also offers personalized learning material. In particular, technology can support teachers and students by facilitating the process of assessing student interests, providing instructional suggestions, and providing engaging interactive content.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating Student and Teacher Perceptions in e-Learning with Learning Analytics and Ontologies

Costa

Silveira

Souza

et al. 2023

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

This work is an approach that brings together Learning Analytics and Ontologies for a data classification that promotes improvements and behavioral changes for students and teachers on e-Learning platforms. Combining training courses, dashboards, user's evaluations, and based on Design Science Research (DSR) methodology, artifacts were created. One of the most important artifacts of our work is the Sapes tool that aims to improve students’ perceptions of their learning path and to promote a better teacher overview to follow their students' progress. The results showed high approval by the participating students and teachers, who perceived the Sapes tool as a good facilitator of the teaching-learning process, with possibilities for self-monitoring, dynamization of the learning sequence and better interactivity with colleagues, highlighted as absent in standard e-Learning courses. In addition, the application changed the behavior of users towards the content provided by the teacher, with students performing self-management and self-regulation that were not commonly performed previously.

show abstract

“…Perkembangan teknologi komputer juga telah banyak membantu perkerjaan manusia [1]. Perkembangan teknologi komputer juga telah merambat kedalam dunia pendidikan [2], hampir seluruh sarana pendidikan, instansi pemerintahan serta dalam segala aspek kehidupan dalam masyarakat. Terutama dalam aspek pendidikan, perkembangan teknologi komputer telah merambat kedalamnya, hampir seluruh sekolah telah memiliki teknologi yang canggih guna menunjang kemajuan dan peningkatan dalam lingkup sekolah tersebut [3].…”

Section: Pendahuluanunclassified

Rancang Bangun Sistem Buku Tabungan Berbasis Website Di SDIT AlManar Lamongan

Widiartin¹,

Rizaluddin²,

Febriyanto³

2021

MelekIT

View full text Add to dashboard Cite

SDIT Al Manar adalah sebuah sekolah dasar yang mendidik siswanya untuk menabung. Dalam aktifitas menabung terkadang guru yang menangani administrasi penerimaan dan pengeluaran dana tabungan mengalami kendala yaitu Seringnya terjadi selisih angka dan tidak tercatatnya transaksi. Aplikasi Buku Tabungan Berbasis Web dapat membantu mempermudah petugas administrasi sekolah dalam menangani data transaksi tabungan siswa, sehingga pelaksanaan transaksi menabung dapat dilakukan dengan cepat, tepat, dan akurat. Aplikasi buku tabungan ini dibangun dengan menggunakan pendekatan siklus hidup pengembangan sistem dimana terdapat 5 tahapan yaitu identifikasi masalah, analisa kebutuhan, desain sistem, pengkodean, dan pengujian. Teknik Analisa dan desain sistem yang digunakan berbasis objek oriented dan digambarkan menggunakan case tool unified modelling language (UML). Tahapan pertama, identifikasi masalah dilakukan di lokasi kerja praktek dengan metode pengumpulan data observasi dan wawancara. Tahapan kedua, analisa sistem dilakukan untuk mencari kebutuhan fungsional dan non-fungsional yang digambarkan dengan use case diagram. Tahapan ketiga, desain sistem yang akan digambarkan dengan class diagram. Tahapan keempat, pengkodean dilakukan dengan menggunakan Bahasa pemrograman PHP dan database engine MySQL. Tahapan kelima, dilakukan pengujian terhadap aplikasi.

show abstract

The role of students’ interests during computer-assisted learning: A field experiment

Cited by 7 publications

References 38 publications

The effect of an intervention personalizing mathematics to students’ career and popular culture interests on mathematics interest and learning.

The effect of an intervention personalizing mathematics to students’ career and popular culture interests on mathematics interest and learning.

Investigating Student and Teacher Perceptions in e-Learning with Learning Analytics and Ontologies

Rancang Bangun Sistem Buku Tabungan Berbasis Website Di SDIT AlManar Lamongan

Contact Info

Product

Resources

About