Paper Number
1172
Paper Type
Completed
Description
The increasing prevalence of digital and blended learning scenarios in higher education fosters the need for students to have strong self-regulated learning competencies. However, in particular, in digital learning environments, many students struggle to develop effective learning behaviors but often avoid seeking support. To address this issue, Behavior Change Support Systems (BCSS) in form of smartphone apps can provide valuable guidance towards self-regulated learning. While BCSS have been successfully implemented in the health context, research in the educational context is limited. This study addresses this research gap by presenting the development of a BCSS targeting self-regulated learning and investigating its ability to promote students' use continuance through two motivational design principles (rewards vs. social comparison). Using the Perceived Persuasiveness Questionnaire, significant differences are found in students' perceived effectiveness and perceived social support of the BCSS versions. Social comparison is identified as more effective than rewards for high use continuance.
Recommended Citation
Steinherr, Vanessa Maria, "Development of a Behavior Change Support System that Targets Learning Behavior: Examining the Effect of Rewards and Social Comparison" (2023). ICIS 2023 Proceedings. 6.
https://aisel.aisnet.org/icis2023/learnandiscurricula/learnandiscurricula/6
Development of a Behavior Change Support System that Targets Learning Behavior: Examining the Effect of Rewards and Social Comparison
The increasing prevalence of digital and blended learning scenarios in higher education fosters the need for students to have strong self-regulated learning competencies. However, in particular, in digital learning environments, many students struggle to develop effective learning behaviors but often avoid seeking support. To address this issue, Behavior Change Support Systems (BCSS) in form of smartphone apps can provide valuable guidance towards self-regulated learning. While BCSS have been successfully implemented in the health context, research in the educational context is limited. This study addresses this research gap by presenting the development of a BCSS targeting self-regulated learning and investigating its ability to promote students' use continuance through two motivational design principles (rewards vs. social comparison). Using the Perceived Persuasiveness Questionnaire, significant differences are found in students' perceived effectiveness and perceived social support of the BCSS versions. Social comparison is identified as more effective than rewards for high use continuance.
When commenting on articles, please be friendly, welcoming, respectful and abide by the AIS eLibrary Discussion Thread Code of Conduct posted here.
Comments
03-Learning