The example-based course increased perceived competence, but neither the course nor the assistant had a significant effect on perceived choice or pressure¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i2 The course had a small significant effect on perceived competence (η² = 0.04); access to the assistant made no significant difference, and actual days of assistant use showed no significant impact on competence. → Sven Scheu 2026 q3 i? ANOVAs for perceived choice and pressure were not significant for either feature, though the number of days the assistant was used predicted perceived choice (t = 2.05, p < 0.05) but not pressure. → Sven Scheu 2026 (2)

Evidence¶

Sven Scheu 2026¶

Sven Scheu, Simone N. Loeffler and Alexander Maedche. (2026). Designing a mobile chatbot-based learning journaling system for intrinsic motivation and engagement. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-026-00589-7

q3 · i2 · causal · r?

ANOVA on IMI perceived competence among active participants in the field experiment found a small significant course effect (η² = 0.04) and no significant difference between those with and without access to the assistant. A follow-up model on actual usage found no significant impact of the number of days the assistant was used (t = 1.95, p = 0.054) or days with a journal entry (t = 0.18, p = 0.86).

"The treatment-based comparison indicated a small ( η2 =0 .04) but significant effect of the course on perceived competence (F (1, 154) = 5 .77,p < 0.05). There was no significant difference in perceived competence between users who had access to the assistant and those who had not( F (1, 154) = 0 .00,p =0 .95)."

Sven Scheu 2026 (2)¶

Sven Scheu, Simone N. Loeffler and Alexander Maedche. (2026). Designing a mobile chatbot-based learning journaling system for intrinsic motivation and engagement. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-026-00589-7

q3 · i? · causal · r2

ANOVAs on the IMI perceived-choice and pressure sub-scales among active participants found no significant effects for either feature; pressure results were likewise non-significant (course F(1, 154) = 0.13, p = 0.72; assistant F(1, 154) = 0.38, p = 0.54). Non-significance here does not show the features had no effect. In a model on actual usage, the number of days the assistant was used did predict perceived choice (t = 2.05, p < 0.05), but not pressure (t = −1.36, p = 0.18).

"The ANOVAs for choice were not significant for both the course (F (1, 154) = 0 .05,p =0 .83) and the assistant ( F (1, 154) = 0 .70,p =0 .40)."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it
• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Reflective Practice Improves Outcomes When Structured — the general claim this finding bears on, with the studies behind it
• Both the course and the assistant increase behavioral engagement, measured as characters written per journaling prompt — related
• Robot adaptiveness effects on human autonomy are mixed: autonomy-supportive behaviours and as-needed assistance help, but mere choice or high interactivity may not — related
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — related
• Course users create their journal entries earlier relative to the daily notification, while assistant access shows no significant timing effect — related
• The LLM-based journaling assistant shows no significant effect on students' intrinsic motivation for creating a learning journal — related
• Perceived competence predicts isomorphic test performance and perceived autonomy predicts transfer performance — related
• An example-based built-in course in a mobile chatbot journaling system increases students' intrinsic motivation for creating a learning journal — related