Please use this identifier to cite or link to this item:
Title: The impact of on‐demand metacognitive help on effortful behaviour: A longitudinal study using task‐related visual analytics
Authors: Papamitsiou, Zacharoula
Economides, Anastasios A.
Type: Article
Subjects: FRASCATI::Natural sciences::Computer and information sciences
FRASCATI::Engineering and technology::Electrical engineering, Electronic engineering, Information engineering
FRASCATI::Social sciences::Educational sciences
FRASCATI::Social sciences::Media and communications
Keywords: learning analytics
visual analytics
metacognitive help
help seeking
longitudinal study
data-driven decisions
time metric
effortful behaviour
Issue Date: 2021
Source: Journal of Computer Assisted Learning
Volume: 37
Issue: 1
First Page: 109
Last Page: 126
Abstract: This longitudinal study investigates the differences in learners' effortful behaviour over time due to receiving metacognitive help—in the form of on-demand task-related visual analytics. Specifically, learners' interactions (N = 67) with the tasks were tracked during four self-assessment activities, conducted at four discrete points in time, over a period of 8 weeks. The considered and coded time points were: (a) prior to providing the metacognitive help; (b) while the task-related visual analytics were available (treatment); (c) after the removal of the treatment; and (d) while the option to receive metacognitive help was available again. To measure learners' effortful behaviour across the self-assessment activities, this study utilized learners' response-times to correctly/wrongly complete the tasks and on-task effort expenditure. The panel data analysis shown that the usage of metacognitive help caused statistically significant changes in learners' effortful behaviour, mostly in the third and fourth phase. Statistically significant changes were detected also in the usage of metacognitive help. These results provide empirical evidence on the benefits of task-related visual analytics to support learners' on-task engagement, and suggest relevant cues on how metacognitive help could be designed and prompted by focusing on the “task”, instead of the “self”.
ISSN: 0266-4909
Other Identifiers: 10.1111/jcal.12472
Appears in Collections:Department of Economics

This item is licensed under a Creative Commons License Creative Commons