Course users create their journal entries earlier relative to the daily notification, while assistant access shows no significant timing effect¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Users with the course were significantly more often early journal entry writers (OR = 3.45, p < 0.001); the assistant effect was not significant (OR = 1.55, p = 0.11). → Sven Scheu 2026

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 · r2

Exploratory analysis of notification reliance among the 157 active participants: early users created entries before the 9 P.M. reminder more than 50% of the time. Fisher exact tests on the contingency tables (Table 1) showed course users were significantly more often early (OR = 3.45), while assistant access showed no significant timing difference (OR = 1.55, p = 0.11).

"Fisher exact tests revealed that users with the course were significantly more often early ( OR =3 .45,p < 0.001). The assistant users' results were not significant (OR =1 .55,p =0 .11)."

Discussion¶

Related Claims¶

• Question-driven AI journaling increases intrinsic motivation and acting confidence among actors — the general claim this finding bears on, with the studies behind it
• The example-based course increased perceived competence, but neither the course nor the assistant had a significant effect on perceived choice or pressure — related
• The LLM-based journaling assistant shows no significant effect on students' intrinsic motivation for creating a learning journal — related
• Both the course and the assistant increase behavioral engagement, measured as characters written per journaling prompt — related