Goal orientation affects children's help-seeking behaviour in Ecolab II¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Performance-oriented children were significantly more likely to move on to another problem if the clue they had selected had not helped them immediately, and mastery-oriented children made significantly more use of the Web view than performance-oriented children. → Rosemary Luckin & Benedict du Boulay 2016 q2 i? There was no difference between mastery and performance oriented learners in the number of times they chose lower level clues. → Rosemary Luckin & Benedict du Boulay 2016

Evidence¶

Rosemary Luckin & Benedict du Boulay 2016¶

Rosemary Luckin & Benedict du Boulay. (2016). Reflections on the Ecolab and the Zone of Proximal Development. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-015-0072-x

q2 · i? · associational · r1

Log analysis from an empirical study with Ecolab II investigating how mastery and performance goals influence learners' help-seeking behaviours. Clues ranged from level one (least specific) to level four (most specific).

"Analysis of the activity logs resulting from an empirical study indicated that there was no difference between mastery and performance oriented learners in the number of times they chose lower level clues. However, while highly variable, performance-oriented children tended to select clues at the higher end of the scale more frequently than their mastery-oriented counterparts."

Discussion¶

Learner Variables¶

• Achievement Goal Orientation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Less able learners made the greatest learning gains with Ecolab II metacognitive scaffolding — related
• Matching system goal-orientation feedback to child's goal orientation may improve learning gains — related
• Learning-oriented intentions did not significantly predict enacted in-chat behavior; only selecting final solutions predicted executive and answer-seeking requests — related
• Specific goals show distinct directional effects: mastery approach and relational goals predict positive affect, beneficial help attitudes, and teaching quality, while work avoidance and appearance avoidance goals predict poorer outcomes. — related