Paper Info
Title
Tracing elementary school students' study tactic use in gStudy by examining a strategic and self-regulated learning
Abstract
This study investigated, with the help of log file traces (f=172), how 20 elementary school students used study tactics when studying science within the gStudy learning environment and examined how tactic use contributed to the students' achievement. The analysis of this study is divided into two parts. First, at the situational level, the focus is on capturing the tactics that were used in different gStudy sessions, classifying the gStudy sessions based on the tactic use, and illustrating the patterned use of tactics during these sessions. Second, at the individual level, the focus is on examining individual students' typical methods of using tactics, which helps to illustrate how tactic use contributes to the students' achievement. The gStudy sessions were classified into three categories on the basis of tactic use: rare, moderate, and frequent. Findings indicate that frequent tactic use did not contribute to deep learning. Moderate tactic use was fairly effective for learning, but rare tactic use contributed to deep learning. The results did not show that the use of many study tactics improves learning; rather, they suggest that the distinguishing feature in strategic learning is not the tactic use itself but the way the tactic is performed.
Year
DOI
Venue
2010
10.1016/j.chb.2010.03.004
Computers in Human Behavior
Keywords
Field
DocType
Self-regulated learning,Study tactic,Learning strategy,gStudy,Computer supported learning,Elementary school students
Social psychology,Self-regulated learning,Psychology,Learning environment,Situational ethics,Artificial intelligence,Computer supported learning,Deep learning,Tracing
Journal
Volume
Issue
ISSN
26
5
Computers in Human Behavior
Citations 
PageRank 
References 
3
0.40
3
Authors
3
Name
Order
Citations
PageRank
Jonna Malmberg1496.29
Hanna Järvenoja2342.26
Sanna Järvelä329333.44