Adapting tutoring feedback strategies to motivation
Research output: Contribution to book/conference proceedings/anthology/report › Conference contribution › Contributed › peer-review
Contributors
Abstract
This paper investigates tutoring feedback strategies adaptive to student motivation. Several static feedback adaptation strategies have been designed based on the interactive tutoring feedback (ITF) model, implemented within the Adaptive Educational System (AES) ActiveMath and evaluated in a study with 6th and 7th graders. Student motivation profile (high vs. low perceived competence and intrinsic motivation) has been used to assign them to either conceptual or procedural feedback condition. The data analysis shows that, for low motivated students, the benefits of adapting feedback to motivational profiles are visible in both, performance during treatment and knowledge gain from pre- to post-test. For highly motivated students, no significant effects have been registered. These findings shed light on the role of motivation in tutoring feedback processing and have important methodological implications for designing feedback strategies in AESs.
Details
Original language | English |
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Title of host publication | Open Learning and Teaching in Educational Communities |
Editors | Christoph Rensing, Sara Freitas, Tobias Ley, Pedro J. Muñoz-Merino |
Publisher | Springer, Cham |
Pages | 288-301 |
Number of pages | 14 |
ISBN (electronic) | 978-3-319-11200-8 |
ISBN (print) | 978-3-319-11199-5 |
Publication status | Published - 2014 |
Peer-reviewed | Yes |
Externally published | Yes |
Publication series
Series | Lecture Notes in Computer Science, Volume 8719 |
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Volume | 8719 |
ISSN | 0302-9743 |
Conference
Title | 9th European Conference on Technology Enhanced Learning, EC-TEL 2014 |
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Duration | 16 - 19 September 2014 |
City | Graz |
Country | Austria |
External IDs
ORCID | /0000-0002-4280-6534/work/142251715 |
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