Abstract
The role of persuasive strategies is crucial in designing systems to influence behaviour. Understanding how students are affected by these strategies is critical to creating customized motivational interventions and educational methods that boost student motivation, engagement, and, ultimately, academic success. In the realm of persuasive technology in education, more research that leverages the Self-Determination Theory (SDT) of motivation is needed to understand the impact of persuasive strategies, such as Self-monitoring, Commitment and Consistency, Social Comparison, and Competition on student learning. Our study sought to investigate the responsiveness of undergraduate students (N = 185) to these persuasive strategies and how they correlate with the principles of SDT. The findings indicate that strategies such as commitment & consistency, and self-monitoring are more effective in motivating students toward specific educational objectives than competition and social comparison. Our research also uncovered diverse connections between student persuadability and the SDT constructs. Based on our results, we propose guidelines for designing more motivational education systems. These insights may help to develop and personalize persuasive educational systems and interventions.
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Acknowledgments
This work was supported by NSERC through the Vanier Canada Graduate Scholarship CGV-175722 and Michael Smith Foreign Study Supplement of the first author, Vicerrectoría de Investigación y Desarrollo (VID), Universidad de Chile, grant: Ayuda de Viaje VID 2023 of the second author and the Discovery Grant program RGPIN-2021-03521 of the third author.
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Orji, F.A., Gutierrez, F.J., Vassileva, J. (2024). Exploring the Influence of Persuasive Strategies on Student Motivation: Self-determination Theory Perspective. In: Baghaei, N., Ali, R., Win, K., Oyibo, K. (eds) Persuasive Technology. PERSUASIVE 2024. Lecture Notes in Computer Science, vol 14636. Springer, Cham. https://doi.org/10.1007/978-3-031-58226-4_17
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