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On the Impact of Digital Boosts on Perceived Stress in a Self-Regulated Learning Experiment

2024-01-03, Ouaazki, Abdessalam, Macko, Vladimir, Bergram, Kristoffer, Marika Fenley, Michael Fuchs, Melfi, Giuseppe, Holzer, Adrian

Self-regulated learning (SRL) has been adopted as a successful strategy for promoting deeper learning and improving academic performance. In this context, digital boosts have been used to empower learners by expanding their competencies and helping them reach their objectives. However, existing literature has primarily focused on the academic performance-related outcomes of digital boosts, while their potential effects on emotional and psychological aspects like stress and well-being remain comparatively under-explored. In this study, we address this gap by studying the impact of digital boosts on perceived stress, in addition to study time. We have designed a digital SRL support system, through which we have delivered digital feedback boosts. To evaluate this system, we conducted a pilot study with 60 university students. Our digital boosts have helped students keep a steady study time. However, they have caused an increase in perceived stress, especially among students who did not attain their study time plans.

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Restriction temporaire

Simulation of random distribution on surfaces

2004-6-9, Melfi, Giuseppe, Schoier, Gabriella

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Restriction temporaire

Semantic outlier detection for affective common-sense reasoning and concept-level sentiment analysis

2015-5-18, Melfi, Giuseppe, Cambria, Erik

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Métadonnées seulement

Clusters d'ensembles de données larges dans le Web Log Mining

2003, Melfi, Giuseppe, Schoier, Gabriella

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Accès libre

Le métier d'enseignant entre professionnalisation, réformes et facteurs d'attractivité

2010-9, Melfi, Giuseppe, Riat, Christine, Wentzel, Bernard

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Métadonnées seulement

On the reliability of random number generators

2002-6, Dodge, Yadolah, Melfi, Giuseppe