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Autonomy supported, learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style

机译:超媒体环境中自主性支持,学习者控制或系统控制的学习以及学术自我调节风格的影响

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摘要

This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style ( ASRS; i.e., a macro level of motivation) on learning. This to gain more insight in the conditions under which learning in hypermedia environments is effective. Sixty-nine grade five students from a primary school answered short essay questions using video material from a hypermedia environment. The effects on task motivation and test performance were measured. It was found that learners in the autonomy supported hypermedia environment reported lower levels of controlled task motivation, compared to the learners in the system-controlled and learner-controlled hypermedia environments. But there were no effects of hypermedia environment on autonomous task motivation or the reported need fulfilment for autonomy. Furthermore, learners in the learner-controlled hypermedia environment scored lower on a delayed, in-depth knowledge test compared to learners in the other two environments. Moreover, learners in the autonomy supported hypermedia environment watched more (unique) videos compared to learners in the system-controlled and the learner-controlled hypermedia environments. As for the role of learners’ ASRS, we found no interaction with the type of hypermedia environment on task motivation or performance. Learners’ ASRS did, however, affect the learners motivation for the task. And, when presented with advice (as in the autonomy supported hypermedia environment) learners with an autonomous self-regulation style followed more advice, compared to learners with a more controlled self-regulation style.
机译:这项研究的重点是在支持自主学习,学习者控制的学习或系统控制的学习的三种不同的超媒体环境中进行学习,并探讨了学术自我调节风格(ASRS;即宏观动机)在学习中的中介作用。这样可以在超媒体环境中有效学习的条件下获得更多见识。一所小学的69名5年级学生使用来自超媒体环境的视频材料回答了短文问题。测量对任务动机和测试性能的影响。研究发现,与系统控制和学习者控制的超媒体环境中的学习者相比,自治支持的超媒体环境中的学习者报告了较低的受控任务动机水平。但是,超媒体环境对自主任务动机或所报告的自治需求没有影响。此外,与其他两个环境中的学习者相比,在受学习者控制的超媒体环境中的学习者在延迟的深度知识测试中得分较低。此外,与系统控制和学习者控制的超媒体环境中的学习者相比,自治支持的超媒体环境中的学习者观看了更多(独特)视频。至于学习者的ASRS的角色,我们发现在任务动机或绩效方面,没有与超媒体环境类型互动。但是,学习者的ASRS确实影响了学习者完成任务的动力。而且,与具有更可控的自我调节风格的学习者相比,具有自主自我调节风格的学习者在获得建议时(如在自治支持的超媒体环境中)会遵循更多的建议。

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