Investigating Generic, Specific, and Adaptive Specific Prompts in Digital Learning Environments Using Trace Data

• In Event: Students and Technology-Facilitated Learning

Abstract

In digital learning environments, learners need to self-regulate their learning which poses a challenge to many. To elicit relevant learning strategies, prompts are a supportive instructional means. However, due to ambiguous findings their impact on learning performance and activities remains subject to research. Therefore, this experimental study (N = 64) investigates generic, specific, and adaptive specific prompts with regard to their impact on declarative knowledge, knowledge transfer, and sequences of learning behavior in a digital learning environment using trace data. Findings indicate no effects for declarative knowledge and some effects on knowledge transfer. Groups show significantly different lengths of navigation sequences and learning behavior. Further research should investigate reactions to prompts and its relation to learning performance.

Authors

• Clara Schumacher, Humboldt University - Berlin
  Presenting Author

• Jakub Kuzilek, Humboldt University - Berlin
  Non-Presenting Author

• Dirk Ifenthaler, University of Mannheim
  Non-Presenting Author