Persistence
Embedded Motivational Videos Increase Persistence
Abstract:
ASSISTments, a web-based intelligent tutoring system, has been found to improve student learning by providing various feedback. In most ITS, the focus of feedback is to increase content knowledge. However, non-cognitive traits, like persistence, are arguably equally important yet are often ignored. Therefore, the purpose of this study is to determine if watching motivational videos while working in a system leads to increased persistence as measured by the number of questions completed. For each assignment, students were randomly assigned to the control or experimental condition allowing for a within subject analysis. In the experimental condition students received motivational videos as feedback for incorrect responses. In the control condition, an informational video was provided at the start of the assignment but feedback for incorrect responses was in the form of scaffolding and hints only. Results indicate that motivational videos as feedback led to increased persistence. Specifically, students completed more problems in assignments when the videos were shown than in the problems without motivational videos. This suggests that ITS should incorporate motivational videos with content feedback to improve student performance.