Paper Type
Complete
Paper Number
1465
Description
Online learning systems often aim to promote online learning techniques, but face challenges due to their difficulty. Although the system could offer guidance to alleviate difficulty, it might also impede learners’ independent thinking when utilizing learning techniques. Based on experiential learning theory, we investigated the effect of behavior guidance across various learning stages and the underlying mechanisms. A multi-stage field experiment involving 1010 subjects was conducted using an online learning system. We found in the initial stage, guidance enhanced learning techniques utilization and learning performance by improving their easiness. However, in the later stage, guidance restricted the freedom of independent thought, thus decreasing learning technique utilization and learning performance. These effects were especially pronounced for learners with low autonomy orientation. Interestingly, learners with high autonomy orientation only benefited from the absence of initial guidance and its later introduction. The study discussed implications for theory and practice.
Recommended Citation
Zhang, Jiayuan; Yi, Cheng; Wang, Alex; Xu, Sean Xin; Wang, Yufang; and Xia, Lei, "The multi-stage effect of behavior guidance on online learning techniques and learning performance" (2024). PACIS 2024 Proceedings. 10.
https://aisel.aisnet.org/pacis2024/track14_educ/track14_educ/10
The multi-stage effect of behavior guidance on online learning techniques and learning performance
Online learning systems often aim to promote online learning techniques, but face challenges due to their difficulty. Although the system could offer guidance to alleviate difficulty, it might also impede learners’ independent thinking when utilizing learning techniques. Based on experiential learning theory, we investigated the effect of behavior guidance across various learning stages and the underlying mechanisms. A multi-stage field experiment involving 1010 subjects was conducted using an online learning system. We found in the initial stage, guidance enhanced learning techniques utilization and learning performance by improving their easiness. However, in the later stage, guidance restricted the freedom of independent thought, thus decreasing learning technique utilization and learning performance. These effects were especially pronounced for learners with low autonomy orientation. Interestingly, learners with high autonomy orientation only benefited from the absence of initial guidance and its later introduction. The study discussed implications for theory and practice.
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