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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 0000-0003-3437-8979), Cindy Peng (ORCID 0009-0008-3599-2026), Qianru Lyu (ORCID 0000-0003-0650-1570), Paulo F. Carvalho (ORCID 0000-0002-0449-3733), Kenneth R. Koedinger (ORCID 0000-0002-5850-4768), Vincent Aleven (ORCID 0000-0002-1581-6657)
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
FullText Text:
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PubType: Conference
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  Data: Student Perceptions of Adaptive Goal Setting Recommendations: A Design Prototyping Study
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  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Conrad+Borchers%22">Conrad Borchers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3437-8979">0000-0003-3437-8979</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cindy+Peng%22">Cindy Peng</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-3599-2026">0009-0008-3599-2026</externalLink>)<br /><searchLink fieldCode="AR" term="%22Qianru+Lyu%22">Qianru Lyu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0650-1570">0000-0003-0650-1570</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paulo+F%2E+Carvalho%22">Paulo F. Carvalho</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0449-3733">0000-0002-0449-3733</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kenneth+R%2E+Koedinger%22">Kenneth R. Koedinger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5850-4768">0000-0002-5850-4768</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vincent+Aleven%22">Vincent Aleven</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1581-6657">0000-0002-1581-6657</externalLink>)
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  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2025.
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  Label: Peer Reviewed
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  Data: Y
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  Label: Page Count
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  Data: 9
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  Label: Publication Date
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  Data: 2025
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  Label: Sponsoring Agency
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  Data: Institute of Education Sciences (ED)
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  Data: R305A220386
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  Data: Speeches/Meeting Papers<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligent+Tutoring+Systems%22">Intelligent Tutoring Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Analytics%22">Learning Analytics</searchLink><br /><searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/978-3-031-98462-4_31
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: ED674428
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED674428
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      – Type: doi
        Value: 10.1007/978-3-031-98462-4_31
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Self Control
        Type: general
      – SubjectFull: Intelligent Tutoring Systems
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Progress Monitoring
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Learning Analytics
        Type: general
      – SubjectFull: Gamification
        Type: general
    Titles:
      – TitleFull: Student Perceptions of Adaptive Goal Setting Recommendations: A Design Prototyping Study
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          Name:
            NameFull: Conrad Borchers
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            NameFull: Cindy Peng
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            NameFull: Qianru Lyu
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            NameFull: Paulo F. Carvalho
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            NameFull: Kenneth R. Koedinger
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            NameFull: Vincent Aleven
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              M: 07
              Type: published
              Y: 2025
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            – TitleFull: Grantee Submission
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