Attention management for self-regulated learning: AtGentSchool

Inge Molenaar, Carla van Boxtel, Peter Sleegers, Claudia Roda

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

    Abstract

    This chapter addresses how an attention-management system can provide personalized support for self-regulated learning and what the effects of this support are on learning. An attention-management system can provide personalized support by capturing and interpretating information from the student's environment. A framework is proposed that will interpret the information and provide dynamic scaffolding for the learner. The essential elements are diagnosing, calibrating and fading scaffolds to the context of the learner. An intervention model supports self-regulated learning processes. In two studies, we have found evidence that an attention-management system can effectively give form to dynamic scaffolding. Dynamic scaffolding has a small- to medium-sized effect on students' performance and a small effect on students' metacognitive knowledge acquisition.
    Original languageEnglish
    Title of host publicationHuman Attention in Digital Environments
    EditorsC. Roda
    Place of PublicationCambridge
    PublisherCambridge University Press
    Chapter11
    Pages259-280
    ISBN (Print)9780521765657
    DOIs
    Publication statusPublished - 2011

    Keywords

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    Molenaar, I., van Boxtel, C., Sleegers, P., & Roda, C. (2011). Attention management for self-regulated learning: AtGentSchool. In C. Roda (Ed.), Human Attention in Digital Environments (pp. 259-280). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511974519.011