Evaluating the value of persuasive technology and the role of teachers in a blended learning course for social work students

ABSTRACT

Introduction: In this study, a blended learning course, designed using a participatory design approach and Persuasive Technology (PT), was evaluated by students and teachers. The use of a participatory design and PT may help facilitate a blended learning course that motivates students and supports teachers in this relatively new field. Method: Students received the blended course as part of their regular curriculum. Subsequently, interviews with students (N = 10) and teachers (N = 3), as well as a survey among students (N = 35) were held to evaluate the blended course. Results: Most of the PT which was implemented motivated the students to participate in the online course. The techniques suggestions, similarity, reduction, self-monitoring and tunneling seemed to specifically motivate students. According to the students, their teachers sufficiently integrated the online course with the Face to Face Classes. Teachers stated that they stimulated intrinsic motivation, supported students to complete their tasks and facilitated the blended learning process (integrating the different elements of a blended learning course). Discussion/Conclusion: The use of PT motivated students. Teachers played a crucial role in merging different aspects of the blended learning course. Future challenges would be the implementation of social support online.

KEYWORDS:

• Persuasive technology
• motivation
• blended learning
• social work
• participatory design
• reflection

Acknowledgments

The authors would like to thank Deborah Hofste, Ilse Boshoven and Marije Munsterhuis for their interviews with the students and the teachers.

Disclosure statement

No potential conflict of interest was reported by the authors.

Compliance with ethical standards

Informed consent was obtained from all individual participants included in the study.

Supplementary material

Supplemental data for this article can be accessed here.

Additional information

Notes on contributors

Monique M. J. Engelbertink

Monique M. J. Engelbertink is a PhD student of the University of Twente and a senior lecture of Saxion, University of Applied Sciences, the Netherlands. Her research interests are reflection, autobiographical writing and persuasive technology

Saskia M. Kelders

Saskia M. Kelders is Assistant Professor at the Center for eHealth and Wellbeing Research at the University of Twente, the Netherlands and extraordinary professor at Optentia Research Focus Area, North-West University, South Africa. Her research interests are positive psychology, persuasive technology and digital interventions.

Kariene M. Woudt-Mittendorff

Kariene M. Woudt-Mittendorff is Associated Lector at Saxion, University of Applied Sciences, The Netherlands. Her research interests are teaching methods, career counseling and reflection.

Gerben J. Westerhof

Gerben J. Westerhof is Professor at Storylab of the Center for eHealth and Wellbeing Research of the University of Twente, the Netherlands. His research interests are narrative psychology and technology