Utilising a Virtual Learning Assistant as a Measurement and Intervention Tool for Self-Regulation in Learning

Abstract

Online learning and massive open online courses are widely used in engineering and technology education. Engineering next-generation learning requires overcoming the potential constraints of online learning environments which necessitate higher levels of self-regulation than traditional classroom settings. This particular requirement demands that learners allocate their cognitive, metacognitive, affective and motivational resources to meet this need. Lack of self-regulation can affect learners' engagement with the course content, resulting in sub-optimal learning outcomes or failure to complete the course. This paper reports on the design of a virtual learning assistant and its implementation in online learning activities. This paper outlines the virtual assistant's use as a data collection tool and, further, proposes that the virtual learning assistant has the potential to be used as an assessment tool for self-regulatory skills, and as an intervention tool to support online learners' selfregulation in online learning.

From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning

“…SRL models have evolved over time, with creators significantly modifying many early models to keep up with a changing online landscape. The consensus amongst the literature is that self-regulation in online learning is a skill that can be developed, compensated for, and observed (Pogorskiy et al, 2018). Behaviour, in turn, is the result of internal processes, including affective, cognitive, metacognitive, and motivational components of self-regulation during cyclical sequential phases: planning, monitoring and self-control, and self-evaluation.…”

Hey Max, can you help me? An Intuitive Virtual Assistant for Industrial Robots

“…In recent years, voice-enabled interaction and VAs, in particular, have become an integral element in the interaction of humans with machines in various domains [21]. In the area of teaching and learning, Prgorskly et al [22] proposed a virtual learning assistant as an assessment tool to support online learners' self-regulation in online learning, while Preece et al [23] investigated the effectiveness of a controlled natural language-based conversational interface for human-machine interaction regarding locally observed collective knowledge. In the manufacturing domain, Barbosa et al [24] created a VA, which supported the training process of the technical personnel in industrial plant operators, Casillo et al [25] built a chatbot for the training of employees in an Industry 4.0 scenario and Zimmer et al [26] developed a VA to assist the ramp-up process of an assembly system.…”

Hey Max, can you help me? An Intuitive Virtual Assistant for Industrial Robots

“…In the area of teaching and learning, Prgorskly et al [36] proposed a virtual learning assistant as an assessment tool to support online learners' self-regulation in online learning, and Tejeda et al [37] implemented a VA for learning selected topics of physics in conjunction with active learning activities. Ugurlu et al [38] developed a smart VA to provide correct answers to people's questions regarding COVID-19, while Preece et al [39] investigated the effectiveness of a controlled natural language-based conversational interface for human-machine interaction regarding locally observed collective knowledge.…”