Topic-related interest, but not importance, utility, or self-efficacy, predicted task-related enjoyment while secondary students learned with an ITS¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Higher topic-related interest in climate change was associated with more enjoyment while working with Betty's Brain (β = .29), whereas importance, utility, and self-efficacy showed no significant relations (ps ≥ .35). → Chevalère 2023

Evidence¶

Chevalère 2023¶

Chevalère, J., Yun, H. S., Henke, A., Pinkwart, N., Hafner, V., & Lazarides, R. (2023). A sequence of learning processes in an intelligent tutoring system from topic-related appraisals to learning gains. Learning and Instruction, 87, 101799. https://doi.org/10.1016/j.learninstruc.2023.101799

q3 · i2 · associational · r2

Path analysis (Average model) of data from 140 secondary students in a pre- and posttest design found interest predicted enjoyment, β = .29, p = .008; the article reports "predictions of the CVT were not supported" for importance, utility, and self-efficacy (ps ≥ .35).

"increases in students’ interest in the broader topic of climate change resulted in more enjoyment when working with Betty’s Brain, β = .2 9, SE = .11, t = 2.64, p = .008 [.06; .51]"

Discussion¶

Learner Variables¶

• Interest — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on
• Engagement predicted concept-map final performance, which in turn predicted learning gains in the ITS — related