Temporal Structures and Sequential Patterns of Self-Regulated Learning Behaviors in Problem Solving with an Intelligent Tutoring System

Autor/inn/en	Li, Shan; Zheng, Juan; Lajoie, Susanne P.
Titel	Temporal Structures and Sequential Patterns of Self-Regulated Learning Behaviors in Problem Solving with an Intelligent Tutoring System
Quelle	In: Educational Technology & Society, 25 (2022) 4, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-3647
Schlagwörter	Problem Solving; Intelligent Tutoring Systems; Metacognition; Sequential Approach; Undergraduate Students; Computer Simulation; Patients; Clinical Diagnosis; Behavior Patterns; Comparative Analysis; Probability; Behavior Change; Medical Education; Performance + Suchen Sie Ihr Suchwort? Problemlösen; Intelligentes Tutorsystem; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schrittfolge; Computergrafik; Computersimulation; Patient; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Medizinische Ausbildung; Achievement; Leistung
Abstract	Examining the sequential patterns of self-regulated learning (SRL) behaviors is gaining popularity to understand students' performance differences. However, few studies have looked at the transition probabilities among different SRL behaviors. Moreover, there is a lack of research investigating the temporal structures of students' SRL behaviors (e.g., repetitiveness and predictability) and how they related to students' performance. In this study, 75 students from a top North American university were tasked to diagnose a virtual patient in an intelligent tutoring system. We used recurrence quantification analysis and sequential analysis to analyze the temporal structures and sequential patterns of students' SRL behaviors. We compared the differences between low and high performers. We found that low performers had more single, isolated recurrent behaviors in problem-solving, whereas the recurrent behaviors of high performers were more likely to be part of a behavioral sequence. High performers also demonstrated a higher transition probability across the three phases of SRL than low performers. In addition, high performers were unique in that their behavioral state transitions were cyclically sustained. This study provided researchers with theoretical insights regarding the cyclical nature of SRL. This study has also methodological contributions to the analysis of the temporal structures of SRL behaviors. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01