Does Self-Regulated Learning-Skills Training Improve High-School Students' Self-Regulation, Math Achievement, and Motivation While Using an Intelligent Tutor?

Does Self-Regulated Learning-Skills Training Improve High-School Students' Self-Regulation, Math Achievement, and Motivation While Using an Intelligent Tutor?

abstract: This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on...

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Bibliographic Details
Other Authors: Barrus, Angela Lynn (Author)
Format: Doctoral Thesis
Language:English
Published: 2013
Subjects:
Instructional design
Educational technology
Educational psychology
ARCS motivation model
instructional design
intelligent tutoring systems
math achivement
motivation
self-regulated learning
Online Access:http://hdl.handle.net/2286/R.I.17863

Internet

http://hdl.handle.net/2286/R.I.17863

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