User perceptions of using an open learner model visualisation tool for facilitating self-regulated learning

Ways to encourage self-regulated learning have become a hot topic in higher education. In this research study, we explored users’ perceptions regarding the uptake and effective use of an open learner model visualisation prototype tool – Doubtfire++, in facilitating student self-regulated learning supporting Taskoriented Portfolio teaching and learning. We investigated students’ perceptions of setting appropriate goals, monitoring performance and reflecting on learning through the use of the visualisation tool to support students in becoming self-regulated learners. Data was collected from 134 users using an online survey questionnaire. Results show that Doubtfire++ positively impacted users’ perceptions of setting appropriate goals, monitoring performance and reflecting on learning. User role, experience using Doubtfire++, frequency of using Doubtfire++ and different teaching units significantly impacted respondents’ perceptions whereas gender and familiarity with information visualisation techniques had no impact on respondents’ perceptions. The results indicate that the approach can facilitate student self-regulated learning, especially for those new to Taskoriented Portfolio teaching and learning of programming units.