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

conference contribution
posted on 01.01.2017, 00:00 authored by C Y Law, John Grundy, Andrew CainAndrew Cain, Rajesh VasaRajesh Vasa, Alex CummaudoAlex Cummaudo
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.

History

Event

Australasian Computing Education. Conference (19th : 2017 : Geelong, Victoria)

Series

Australasian Computing Education Conference

Pagination

1 - 10

Publisher

ACM

Location

Geelong, Victoria

Place of publication

New York, N.Y.

Start date

31/01/2017

End date

03/02/2017

ISBN-13

9781450348232

Language

eng

Publication classification

E Conference publication; E1 Full written paper - refereed

Copyright notice

2017, ACM

Editor/Contributor(s)

[Unknown]

Title of proceedings

Proceedings of the Nineteenth Australiasian Computing Education Conference (ACE 2017)