Student Perceptions of Adaptive Goal Setting Recommendations: A Design Prototyping Study
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| Title: | Student Perceptions of Adaptive Goal Setting Recommendations: A Design Prototyping Study |
|---|---|
| Language: | English |
| Authors: | Conrad Borchers (ORCID |
| Source: | Grantee Submission. 2025. |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A220386 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Goal Orientation, Student Attitudes, Self Control, Intelligent Tutoring Systems, Educational Technology, Progress Monitoring, Middle School Students, Computer Mediated Communication, Feedback (Response), Learning Analytics, Gamification |
| DOI: | 10.1007/978-3-031-98462-4_31 |
| Abstract: | Many AIED systems support self-regulated learning, yet, support for setting and achieving practice goals has received little attention. We examine how middle school students respond to system-recommended practice goals, building on the success of similar data-driven recommendations in other domains. We introduce an adaptive dashboard in an intelligent tutoring system. The dashboard tracks progress (time, mastery), suggests dynamic goal adjustments, and visualizes performance--aiming to increase learning opportunities. In a prototyping study with five middle schoolers (grades 6-7), we used scenario-based tasks to examine reactions to goal recommendations during under- or overachievement. Thematic analysis revealed: (1) students accepted system suggestions as guidance but wanted final control; (2) they valued adaptive recommendations tied to past performance to increase their chance of meeting their goal and pace themselves; and (3) they strongly preferred motivational features (e.g., streaks, celebrations) for engagement. Our study contributes design implications for practice goal-setting in tutoring systems, highlighting personalized, explainable learning analytics and motivational design to support goal-directed behavior. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED674428 |
| Database: | ERIC |
| Abstract: | Many AIED systems support self-regulated learning, yet, support for setting and achieving practice goals has received little attention. We examine how middle school students respond to system-recommended practice goals, building on the success of similar data-driven recommendations in other domains. We introduce an adaptive dashboard in an intelligent tutoring system. The dashboard tracks progress (time, mastery), suggests dynamic goal adjustments, and visualizes performance--aiming to increase learning opportunities. In a prototyping study with five middle schoolers (grades 6-7), we used scenario-based tasks to examine reactions to goal recommendations during under- or overachievement. Thematic analysis revealed: (1) students accepted system suggestions as guidance but wanted final control; (2) they valued adaptive recommendations tied to past performance to increase their chance of meeting their goal and pace themselves; and (3) they strongly preferred motivational features (e.g., streaks, celebrations) for engagement. Our study contributes design implications for practice goal-setting in tutoring systems, highlighting personalized, explainable learning analytics and motivational design to support goal-directed behavior. |
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| DOI: | 10.1007/978-3-031-98462-4_31 |
