Effects of self-regulation scaffolding on online participation and learning outcomes

Abstract

The aim of this study is to investigate whether an interactive self-regulation scaffolding increases levels of online learners’ self-regulated learning skills, course participation, and learning performance. The intervention utilizes a dialog approach with an intelligent conversational agent to scaffold learners’ self-regulated learning. Fifty-six graduate students participated in this study over a semester and were randomly assigned to one of two conditions: (1) an experimental condition where a scaffold was provided through the conversational agent and (2) a control condition where the self-regulated learning information was given, but any scaffolds were not provided. The results revealed that the scaffolded group showed higher self-regulated learning level gains than the control group. Additionally, the relationships between self-regulated learning, course participation, and learning performance were investigated.

Keywords:

• Self-regulated learning
• conversational agent
• online learning
• scaffolding
• interaction

Disclosure statement

The authors declare that they have no conflict of interest.

Additional information

Funding

This study is not funded by any agency.

Notes on contributors

Donggil Song

Donggil Song is Assistant Professor and Doctoral Director of Instructional Systems Design and Technology at Sam Houston State University. His lab (Einbrain Lab, www.einbrain.com) focuses on the use of artificial intelligence (AI) in education, learning analytics, adaptive learning systems, and self-regulated learning. His primary research includes the applications of AI agents to support self-regulated learning in online learning environments. He holds a Ph.D. in Instructional Systems Technology from Indiana University, and an M.S. in Computer Science and Engineering and a B.A. in Religious Studies from Seoul National University (SNU), and also completed a master's program in Cognitive Science at SNU. Presently, he serves as the Managing Editor of The International Journal of Multiple Research Approaches.

Dongho Kim

Dongho Kim is an assistant professor in educational technology at Sungkyunkwan University. He has engaged in the areas of instructional design, computer-supported collaborative learning, and personalized online learning. His current research focuses on leveraging learning analytics to design and develop adaptive learning environments.