Rebolledo Mendez, Genaro, du Boulay, Benedict and Luckin, Rosemary (2006) Motivating the learner: an empirical evaluation. In: Ikeda, Mitsuru, Ashley, Kevin D. and Chan, Tak-Wai (eds.) Intelligent Tutoring Systems: 8th International Conference, ITS2006, Taiwan. Lecture Notes in Computer Science, 4053 . Springer, Verlag, pp. 545-554. ISBN 9783540351603
![]()
|
PDF
Download (207kB) | Preview |
Abstract
The M-Ecolab was developed to provide motivational scaffolding via an on-screen character whose demeanour defended on modelling the learner’s motivational state at interaction time. Motivational modelling was based on three variables: effort, independence and the confidence. A classroom evaluation was conducted to illustrate the effects of motivational scaffolding. Students had an eighty minute interaction with the M-Ecolab, divided into two sessions. The results suggested a positive effect of the motivational scaffolding, particularly for initially de-motivated students who demonstrated higher learning gains. We found that these students followed the suggestions of the on- screen character which delivered personalized feedback. They behaved in a way that was conducive to learning by being challenge-seekers and displaying an inclination to exert more effort. This paper gives a detailed account of the methodology and findings that resulted from the empirical evaluation.
Item Type: | Book Section |
---|---|
Schools and Departments: | School of Engineering and Informatics > Informatics |
Subjects: | L Education > LB Theory and practice of education Q Science > QA Mathematics > QA0075 Electronic computers. Computer science |
Depositing User: | Ben duBoulay |
Date Deposited: | 24 Oct 2006 |
Last Modified: | 30 Nov 2012 16:50 |
URI: | http://srodev.sussex.ac.uk/id/eprint/410 |
Google Scholar: | 32 Citations |
View download statistics for this item
📧 Request an update