Assessing efficiency of prompts based on earner characteristics

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dc.contributor.author Backhaus, Joy
dc.contributor.author Jeske, Debora
dc.contributor.author Poinstingl, Herbert
dc.contributor.author Koenig, Sarah
dc.date.accessioned 2017-06-16T09:07:11Z
dc.date.available 2017-06-16T09:07:11Z
dc.date.issued 2017-02-10
dc.identifier.citation Backhaus, J., Jeske, D., Poinstingl, H. and Koenig, S. (2017) 'Assessing Efficiency of Prompts Based on Learner Characteristics', Computers, 6(1), 7. doi: 10.3390/computers6010007 en
dc.identifier.volume 6 en
dc.identifier.issued 1 en
dc.identifier.startpage 7-1 en
dc.identifier.endpage 7-15 en
dc.identifier.issn 2073-431X
dc.identifier.uri http://hdl.handle.net/10468/4082
dc.identifier.doi 10.3390/computers6010007
dc.description.abstract Personalized prompting research has shown the significant learning benefit of prompting. The current paper outlines and examines a personalized prompting approach aimed at eliminating performance differences on the basis of a number of learner characteristics (capturing learning strategies and traits). The learner characteristics of interest were the need for cognition, work effort, computer self-efficacy, the use of surface learning, and the learner’s confidence in their learning. The approach was tested in two e-modules, using similar assessment forms (experimental n = 413; control group n = 243). Several prompts which corresponded to the learner characteristics were implemented, including an explanation prompt, a motivation prompt, a strategy prompt, and an assessment prompt. All learning characteristics were significant correlates of at least one of the outcome measures (test performance, errors, and omissions). However, only the assessment prompt increased test performance. On this basis, and drawing upon the testing effect, this prompt may be a particularly promising option to increase performance in e-learning and similar personalized systems. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher MDPI en
dc.rights © 2017 by the authors; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). en
dc.rights.uri http://creativecommons.org/licenses/by/4.0/ en
dc.subject e-learning en
dc.subject Assessment en
dc.subject Prompting en
dc.subject Personalization en
dc.subject Self-regulation en
dc.title Assessing efficiency of prompts based on earner characteristics en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Debora Jeske, Applied Psychology, University College Cork, Cork, Ireland, T: +353 21 90 3000, E: d.jeske@ucc.ie en
dc.internal.availability Full text available en
dc.description.version Draft en
dc.description.status Peer reviewed en
dc.identifier.journaltitle Computers en
dc.internal.IRISemailaddress d.jeske@ucc.ie en


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© 2017 by the authors; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). Except where otherwise noted, this item's license is described as © 2017 by the authors; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
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