RoboCogger: Using Mobile Technology to Assess and Increase Student Writing Metacognition, Motivation, and Performance

• In Event: 43.070 - Self-Directed Learning and Metacognition

Abstract

The purpose of this study was to investigate the effectiveness of RoboCogger, a mobile technology tool designed to improve student writing metacognition, motivation, self-regulation, and performance. In this randomized control trial with elementary students (N = 100), we examined the impact of the RoboCogger technology on students’ writing self-efficacy, affect, and performance. Findings indicated that compared to students in the other experimental groups, students who used RoboCogger had higher self-efficacy for writing and produced longer writing samples. We also found that increasing use of the RoboCogger technology led to decreases in student writing affect, though experimental design elements may explain these contrary findings. Findings suggest promise for interventions digitizing tools that foster student writing self-regulation, motivation, and performance.

Authors

• Sharon Zumbrunn, Virginia Commonwealth University

• Michael Broda, Virginia Commonwealth University

• Eric Ekholm, Virginia Commonwealth University

• Tyler Cabell Luther, Virginia Commonwealth University