Self-Regulation Scaffolding for Online Learners Through a Conversational Virtual Agent

• In Event: Marriott Roundtable Session 5
  In Roundtable Session: Empowering Learners' Self-Regulation Skills in Online Learning

Abstract

The aim of this study is to investigate the effects of self-regulation scaffolding on levels of online learners’ self-regulated learning and course participation, and improves their learning performance. The intervention utilizes a dialog approach with the support of a conversational virtual agent to scaffold learners’ self-regulated learning. A sample of 56 graduate students was assigned to an experimental condition where a scaffold was provided through the conversational agent and a control condition. The results revealed that the scaffolded group showed higher self-regulated learning levels than the control group. Linear regression analyses show the mediation relationship between self-regulated learning levels and learner participation through learner participation, but it is not statistically significant.

Authors

• Donggil Song, Sam Houston State University

• Eun Young Oh