Modelling the impact of study behaviours on academic performance to inform the design of a persuasive system

We modified the MSLQ survey instrument to be administrable at the university degree level, rather than for a specific class.Two models were created that measure which study behaviours had the most significant impact on self-perceived and results-based performance.Current students reported behaviours that were foundational to their learning whereas alumni demonstrated high-order critical thinking behaviours. Information technology is deeply ingrained in most aspects of everyday life and can be designed to influence users to behave in a certain way. Influencing students to improve their study behaviour would be a useful application of this technology. As a preamble to the design of a persuasive system for learning, we collected data to identify the study behaviours of students and recent alumni. We then developed two models to measure which behaviours have the most significant impact on learning performance. Current students reported more foundational behaviours whereas alumni demonstrated more higher-order thinking traits.

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