Studying Student Use of Self-Regulated Learning Tools in an Open-Ended Learning Environment
- 4.3k Downloads
This paper discusses a design-based research study that we conducted in a middle school science classroom to test the effectiveness of SimSelf, an open-ended learning environment for science learning. In particular, we evaluated two tools intended to help students develop and practice the important regulatory processes of planning and monitoring. Findings showed that students who used the supporting tools as intended demonstrated effective learning of the science topic. Conversely, students who did not use the tools effectively generally achieved minimal success at their learning tasks. Analysis of these results provides a framework for redesigning the environment and highlights areas for additional scaffolding and guidance.
KeywordsOpen-ended learning environments Self-regulated learning Learning environment design
Unable to display preview. Download preview PDF.
- 1.Azevedo, R., Johnson, A., Chauncey, A., Burkett, C.: Self-regulated learning with metatutor: advancing the science of learning with metacognitive tools. In: Khine, M., Saleh, I. (eds.) New Science of Learning, pp. 225–247. Springer (2010)Google Scholar
- 2.Goel, A., Rugaber, S., Vattam, S.: Structure, behavior & function of complex systems: The sbf modeling language. AI for Engineering Design, Analysis and Manufacturing 23, 23–35 (2009)Google Scholar
- 3.Kinnebrew, J., Segedy, J., Biswas, G.: Analyzing the temporal evolution of students behaviors in open-ended learning environments. Metacognition and Learning, 1–29 (2014)Google Scholar
- 5.Leelawong, K., Biswas, G.: Designing learning by teaching agents: The Betty’s Brain system. International Journal of Artificial Intelligence in Education 18(3), 181–208 (2008)Google Scholar
- 9.Segedy, J.R., Biswas, G., Blackstock, E.F., Jenkins, A.: Guided skill practice as an adaptive scaffolding strategy in open-ended learning environments. In: Lane, H.C., Yacef, K., Mostow, J., Pavlik, P. (eds.) AIED 2013. LNCS (LNAI), vol. 7926, pp. 532–541. Springer, Heidelberg (2013) CrossRefGoogle Scholar
- 10.Winne, P., Hadwin, A.: The weave of motivation and self-regulated learning. In: Schunk, D., Zimmerman, B. (eds.) Motivation and Self-Regulated Learning: Theory, Research, and Applications, pp. 297–314. Taylor & Francis, NY (2008)Google Scholar