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Abstract
Motivation and metacognition are strongly intertwined, with learners high in self-efficacy more likely to use a variety of self-regulatory learning strategies, as well as to persist longer on challenging tasks. The aim of the research was to improve the learner’s focus on the process and experience of problem-solving while using an Intelligent Tutoring System (ITS) and including motivational and metacognitive feedback based on the learner’s past states and experiences. An existing ITS, SQL-Tutor, was used with first-year undergraduates studying a database module. The study used two versions of SQL-Tutor: the Control group used a base version providing domain feedback and the Study group used an extended version that also provided motivational and metacognitive feedback. This paper summarises the pre- and post-process results. Comparisons between groups showed some differing trends both in learning outcomes and behaviour in favour of the Study group.
Acknowledgements
The authors would like to thank Tanja Mitrovic, Moffat Mathews and the other members of the Intelligent Computer Tutoring Group (ICTG) at the University of Canterbury, Christchurch, New Zealand, for allowing the use of SQL-Tutor as the base tutoring system and their support. Thank you to Franz Inc, the creators of Allegro Common Lisp (CL), for their help with licensing. Thank you to Emma-Jane Phillips, the module tutor at the University of Northumbria. Thank you also to the students who volunteered and participated in the study.
Disclosure statement
No potential conflict of interest was reported by the authors.