Full metadata
Title
Stealth assessment of self-regulative behaviors within a game-based environment
Description
Students' ability to regulate and control their behaviors during learning has been shown to be a critical skill for academic success. However, researchers often struggle with ways to capture the nuances of this ability, often solely relying on self-report measures. This thesis proposal employs a novel approach to investigating variations in students' ability to self-regulate by using process data from the game-based Intelligent Tutoring System (ITS) iSTART-ME. This approach affords a nuanced examination of how students' regulate their interactions with game-based features at both a coarse-grained and fine-grain levels and the ultimate impact that those behaviors have on in-system performance and learning outcomes (i.e., self-explanation quality). This thesis is comprised of two submitted manuscripts that examined how a group of 40 high school students chose to engage with game-based features and how those interactions influenced their target skill performance. Findings suggest that in-system log data has the potential to provide stealth assessments of students' self-regulation while learning.
Date Created
2014
Contributors
- Snow, Erica L (Author)
- McNamara, Danielle S. (Thesis advisor)
- Glenburg, Arthur M (Committee member)
- Duran, Nicholas (Committee member)
- Arizona State University (Publisher)
Topical Subject
- psychology
- Cognitive Psychology
- Data Mining
- Game-based learning
- Intelligent Tutoring Systems
- Log-data
- Seductive Details
- Self-regulation
- Self-control
- Self-management (Psychology)
- Computer-assisted instruction--Education (Secondary)--Evaluation.
- Computer-assisted instruction
- Educational games--Evaluation.
- Educational games
Resource Type
Extent
v, 87 p. : ill. (some col.)
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.25175
Statement of Responsibility
Erica L. Snow
Description Source
Viewed on December 15, 2014
Level of coding
full
Note
Partial requirement for: M.A., Arizona State University, 2014
Note type
thesis
Includes bibliographical references (p. 79-87)
Note type
bibliography
Field of study: Psychology
System Created
- 2014-06-09 02:19:54
System Modified
- 2021-08-30 01:33:46
- 2 years 7 months ago
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