Effects of an Animated Pedagogical Agent Delivered Motivational Regulation Treatment on Online Learners' Engagement and Achievement

• In Event: DDL - MRSs for Online and Classroom Learning [FA]

Short Description

Motivation plays a crucial role in supporting students’ persistence, retention, achievement, and satisfaction especially in online learning environments given the autonomous nature of the learning context. Motivational regulation strategy (MRS) has been studied to help students purposefully initiate, direct, and manage their motivation in the course of learning. Yet, it is unknown to what extent online students utilize MRSs, and furthermore how to help online learners be aware of the MRSs as potential motivation strategies. The purpose of this study is to empirically examine the effects of an animated pedagogical agent delivered motivational regulation treatment on online students' use of MRSs, cognitive learning strategy, engagement, and academic achievement. This study will be conducted in three phases: (1) development of animated pedagogical agents, (2) data collection/ analysis utilizing a cross-sectional survey, and (3) follow-up interviews. Multivariate analysis of variance will be conducted to compare the use of MRSs between treatment and control groups. Multiple regression analyses will be conducted to determine relations between the use of MRSs and cognitive learning strategies and engagement. Qualitative interview data will be analyzed through the ground theory approach involving open coding, axial coding, and selective coding processes to discover patterns and themes in the data.

Author

• SANGHOON PARK, University of South Florida