Abstract
This paper discusses a design-based research study that we conducted in a middle school science classroom to test the effectiveness of SimSelf, an open-ended learning environment for science learning. In particular, we evaluated two tools intended to help students develop and practice the important regulatory processes of planning and monitoring. Findings showed that students who used the supporting tools as intended demonstrated effective learning of the science topic. Conversely, students who did not use the tools effectively generally achieved minimal success at their learning tasks. Analysis of these results provides a framework for redesigning the environment and highlights areas for additional scaffolding and guidance.
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Kinnebrew, J.S., Gauch, B.C., Segedy, J.R., Biswas, G. (2015). Studying Student Use of Self-Regulated Learning Tools in an Open-Ended Learning Environment. In: Conati, C., Heffernan, N., Mitrovic, A., Verdejo, M. (eds) Artificial Intelligence in Education. AIED 2015. Lecture Notes in Computer Science(), vol 9112. Springer, Cham. https://doi.org/10.1007/978-3-319-19773-9_19
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DOI: https://doi.org/10.1007/978-3-319-19773-9_19
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