Examining Self-Regulated Processes Involved in Learning in Conventional and Game-Based Learning Environments

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Rajesh Syal, Samira
Titel	Examining Self-Regulated Processes Involved in Learning in Conventional and Game-Based Learning Environments
Quelle	(2022), (173 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-4648-5
Schlagwörter	Hochschulschrift; Dissertation; Learning Processes; Self Management; Elementary School Students; Metacognition; Cognitive Processes; Student Motivation; Outcomes of Education; Conventional Instruction; Game Based Learning; Educational Technology; Reading Achievement; Grade 5; Learner Engagement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Learning process; Lernprozess; Selbstmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Schulische Motivation; Lernleistung; Schulerfolg; Unterrichtsmedien; Leseleistung; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Efforts taken to promote self-regulated learning (SRL) in elementary school have positive effects on learning outcomes. Few studies examine the role of motivation in relation to other SRL components, namely cognition and metacognition. Additionally, few SRL studies involving elementary students focus on motivational supports. Interventions that incorporate motivational supports tend to be associated with improved learning outcomes. Despite this compelling viewpoint, the issue of gauging student motivation in authentic SRL environments bears further investigation. In the matter of assessing elementary-aged students' motivation, relying on self-reports may not be suitable considering that their self-beliefs are still developing. A new wave of measuring motivation in these contexts, namely through online measures, offer immense potential in capturing student engagement in real-time during the course of executing the learning task that otherwise may not be captured through self-reports. The purpose of this research was to examine the role of motivation in authentic learning environments, namely conventional classroom contexts and digital environments, that aim to foster students' SRL skills specific to elementary-aged children. The present research aims to pursue this line of inquiry in reading contexts as well seeing as SRL skills are crucial in order to promote reading proficiency. Unfortunately, few reading instruction interventions focus on motivational aspects; the few that do demonstrate that gains in reading outcomes. Therefore, this dissertation research had three goals. The organization of this dissertation follows a three-article style approach. The first goal centers on examining fifth graders self-reported motivation and its relation to online trace measures of engagement and disengagement in the context of a digital game-based learning environment (GBLE), CRYSTAL ISLAND -- UNCHARTED DISCOVERY. Additionally, this research also investigated the predictive strength of self-reported motivation in comparison with students' online trace measures on in-game learning and content learning. Findings revealed that self-reported motivation did not relate to online trace measures and that trace measures were better predictors of in-game learning and content knowledge when compared to self-reported motivation. The second goal focused on examining contextual factors moderating interest-over-confidence association, two factors crucial for SRL, on text comprehension tasks. Findings from this study revealed that while situational interest did pose a metacognitive risk, where situational interest was associated with an increased tendency for overconfidence. However, this association depended on the type of text being read and the number of distributed practice sessions. Specifically, the higher the number of opportunities students had, the more accurate their monitoring; and, expository texts were more susceptible to any level of situational interest, whereas the interest-overconfidence link was observed with narrative texts. The third goal centered on the use of a digital GBLE (MISSIONS WITH MONTY), as a potential SRL tool, on promoting reading outcomes and students' motivation to read along with ascertaining the relationship between self-reported motivation and online trace underscoring learning in a GBLE. Results provided support for the use of GBLEs as a motivational support to promote reading comprehension. Findings also indicated that while self-reported motivation did not relate to or predict online trace measures of engagement or in- and out-of-game learning, it did exert indirect effects on learning through trace measures. Future directions and recommendations are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01