research-article

User Perceptions of Using an Open Learner Model Visualisation Tool for Facilitating Self-regulated Learning

Authors:

Alex CummaudoAuthors Info & Claims

ACE '17: Proceedings of the Nineteenth Australasian Computing Education Conference

Pages 55 - 64

https://doi.org/10.1145/3013499.3013502

Published: 31 January 2017 Publication History

Abstract

Ways to encourage self-regulated learning have become a hot topic in higher education. In this research study, we explored users' perceptions regarding the uptake and effective use of an open learner model visualisation prototype tool -- Doubtfire++, in facilitating student self-regulated learning supporting Task-oriented Portfolio teaching and learning. We investigated students' perceptions of setting appropriate goals, monitoring performance and reflecting on learning through the use of the visualisation tool to support students in becoming self-regulated learners. Data was collected from 134 users using an online survey questionnaire. Results show that Doubtfire++ positively impacted users' perceptions of setting appropriate goals, monitoring performance and reflecting on learning. User role, experience using Doubtfire++, frequency of using Doubtfire++ and different teaching units significantly impacted respondents' perceptions whereas gender and familiarity with information visualisation techniques had no impact on respondents' perceptions. The results indicate that the approach can facilitate student self-regulated learning, especially for those new to Task-oriented Portfolio teaching and learning of programming units.

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Cited By

Silva LGomes AMendes AStephenson BStone JBattestilli LRebelsky SShoop L(2024)Investigating Students' Usage of Self-regulation of Learning Scaffoldings in a Computer-based Programming Learning EnvironmentProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630885(1244-1250)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630885
Silva LMendes AGomes AFortes G(2023)What Learning Strategies are Used by Programming Students? A Qualitative Study Grounded on the Self-regulation of Learning TheoryACM Transactions on Computing Education10.1145/363572024:1(1-26)Online publication date: 6-Dec-2023
https://dl.acm.org/doi/10.1145/3635720
Silva LGomes AMendes A(2023)Exploring the Impact of Self-Regulation of Learning Support on Programming Performance and Code Development2023 IEEE Frontiers in Education Conference (FIE)10.1109/FIE58773.2023.10343321(1-9)Online publication date: 18-Oct-2023
https://doi.org/10.1109/FIE58773.2023.10343321
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ACE '17: Proceedings of the Nineteenth Australasian Computing Education Conference

January 2017

117 pages

ISBN:9781450348232

DOI:10.1145/3013499

Copyright © 2017 ACM.

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Published: 31 January 2017

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ACE '17

ACE '17: Nineteenth Australasian Computing Education Conference

January 31 - February 3, 2017

VIC, Geelong, Australia

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Cited By

Silva LGomes AMendes AStephenson BStone JBattestilli LRebelsky SShoop L(2024)Investigating Students' Usage of Self-regulation of Learning Scaffoldings in a Computer-based Programming Learning EnvironmentProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630885(1244-1250)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630885
Silva LMendes AGomes AFortes G(2023)What Learning Strategies are Used by Programming Students? A Qualitative Study Grounded on the Self-regulation of Learning TheoryACM Transactions on Computing Education10.1145/363572024:1(1-26)Online publication date: 6-Dec-2023
https://dl.acm.org/doi/10.1145/3635720
Silva LGomes AMendes A(2023)Exploring the Impact of Self-Regulation of Learning Support on Programming Performance and Code Development2023 IEEE Frontiers in Education Conference (FIE)10.1109/FIE58773.2023.10343321(1-9)Online publication date: 18-Oct-2023
https://doi.org/10.1109/FIE58773.2023.10343321
Silva LMendes AGomes AFortes G(2023)Fostering regulatory processes using computational scaffoldingInternational Journal of Computer-Supported Collaborative Learning10.1007/s11412-023-09388-y18:1(67-100)Online publication date: 27-Mar-2023
https://doi.org/10.1007/s11412-023-09388-y
Ilić MMikić VKopanja LVesin B(2023)Intelligent techniques in e-learning: a literature reviewArtificial Intelligence Review10.1007/s10462-023-10508-156:12(14907-14953)Online publication date: 14-Jun-2023
https://doi.org/10.1007/s10462-023-10508-1
Kleinman EHabibi RYao YGayle CSeif El-Nasr M(2022)"A Time and Phase for Everything" - Towards A Self Regulated Learning Perspective on Computational Support for EsportsProceedings of the ACM on Human-Computer Interaction10.1145/35494816:CHI PLAY(1-27)Online publication date: 31-Oct-2022
https://dl.acm.org/doi/10.1145/3549481
Fu QBai XZheng YDu RWang DZhang T(2022)VisOJ: real-time visual learning analytics dashboard for online programming judgeThe Visual Computer10.1007/s00371-022-02586-z39:6(2393-2405)Online publication date: 9-Aug-2022
https://doi.org/10.1007/s00371-022-02586-z
Willert N(2021)A Systematic Literature Review of Gameful Feedback in Computer Science EducationInternational Journal of Information and Education Technology10.18178/ijiet.2021.11.10.155111:10(464-470)Online publication date: 2021
https://doi.org/10.18178/ijiet.2021.11.10.1551
Leonardou ARigou MGarofalakis J(2021)Primary school teachers’ attitudes towards digital educational games: Preliminary findings from the Multiplication Game evaluation2021 12th International Conference on Information, Intelligence, Systems & Applications (IISA)10.1109/IISA52424.2021.9555513(1-8)Online publication date: 12-Jul-2021
https://doi.org/10.1109/IISA52424.2021.9555513
Silva LMendes AGomes AFortes GLam CChan C(2021)Exploring the Association between Self-Regulation of Learning and Programming Learning: A Multinational Investigation2021 IEEE Frontiers in Education Conference (FIE)10.1109/FIE49875.2021.9637438(1-8)Online publication date: 13-Oct-2021
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