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Intelligent Tutor Systems Addressing Student Disengagement : = Adding Formative Reappraisal to Enhance Engagement and Learning.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Intelligent Tutor Systems Addressing Student Disengagement :/
其他題名:	Adding Formative Reappraisal to Enhance Engagement and Learning.
作者:	Xeriland, Timothy J.
面頁冊數:	1 online resource (150 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355926958

Intelligent Tutor Systems Addressing Student Disengagement : = Adding Formative Reappraisal to Enhance Engagement and Learning.
Xeriland, Timothy J.

Intelligent Tutor Systems Addressing Student Disengagement :Adding Formative Reappraisal to Enhance Engagement and Learning. - 1 online resource (150 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Michigan State University, 2018.

Includes bibliographical references

This study examined the effectiveness of two different interventions designed to reduce student disengagement when using an Intelligent Tutoring System (ITS) to learn college-level mathematics. Both interventions used an emotion regulation strategy called formative reappraisal (FR), which used formative feedback processes to deliver just-in-time cognitive reappraisals to students about their performance. The first FR intervention used a utility value reappraisal, which was designed to help students reframe their understanding of the value of the current learning task. The second FR intervention used a cognitive reappraisal designed to help students better understand the difficulty and challenge of the current task.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355926958Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

Intelligent Tutor Systems Addressing Student Disengagement : = Adding Formative Reappraisal to Enhance Engagement and Learning.
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245 1 0 $a Intelligent Tutor Systems Addressing Student Disengagement : $b Adding Formative Reappraisal to Enhance Engagement and Learning.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Advisers: John P. Smith; Elizabeth L. Garcia.
502 $a Thesis (Ph.D.)--Michigan State University, 2018.
504 $a Includes bibliographical references
520 $a This study examined the effectiveness of two different interventions designed to reduce student disengagement when using an Intelligent Tutoring System (ITS) to learn college-level mathematics. Both interventions used an emotion regulation strategy called formative reappraisal (FR), which used formative feedback processes to deliver just-in-time cognitive reappraisals to students about their performance. The first FR intervention used a utility value reappraisal, which was designed to help students reframe their understanding of the value of the current learning task. The second FR intervention used a cognitive reappraisal designed to help students better understand the difficulty and challenge of the current task.
520 $a The study was conducted with community college students (N = 136) randomly assigned to one of three groups (utility value FR, cognitive challenge FR, and no treatment condition) such that each group had students with a strong comprehension of geometry and those with a weak understanding. Three dependent variables were used to evaluate the effectiveness of the FR interventions: affective engagement, behavioral engagement, and learning.
520 $a Results show that students in both FR conditions had a statistical improvement in affective engagement and behavioral engagement in round one compared to the no treatment group. Also, the post-test scores, used to measure learning outcomes, were significantly higher for the FR conditions compared to the no treatment condition. Additionally, no interaction effects were found between FR conditions and students with strong and weak geometry comprehension.
520 $a The study results reinforce the associations and mediating mechanisms proposed by Pekrun's control-value theory. Using the FR emotion regulation as an approach to influence students' cognitive control and value appraisals was beneficial to these learners based on measurements of the dependent variables. Findings regarding FR suggested an emotion regulation strategy that uses a mix of antecedent-focused and response-focused strategies can decrease disengagement and increase meaningful learning for students using an ITS. There is a rapid growth in school systems using ITSs to deliver instruction, and these findings lay the groundwork for further studies to explore improving human-computer interaction.
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