Filippou, J., Cheong, C., & Cheong, F. (2015). Designing persuasive systems to influence learning: Modeling the impact of study habits on academic performance.

http://aisel.aisnet.org/cgi/viewcontent.cgi?article=1100&context=pacis2015


Persuasive technology (e.g. social media) has proven efficacy in influencing the behavior of users. This study seeks to understand how persuasive technology might be used to improve student study habits. They hypothesize that positive change to a student’s study habits would lead to improvement in their learning outcomes.

An online survey was administered, consisting of two sections: (1) questions about demographic information and (2) the Motivated Strategies for Learning Questionnaire (MSLQ) which is commonly used to evaluate study habits. Not only is participation self-selected, it stands to reason that a modifying a version of the MSLQ to address technology-based learning would have produced more appropriate results.

The researchers found that learning is complex. When study habits proved most impactful, they related to resource management, perceptions of task value, and learning expectations. By targeting these habits, the researcher suggests that designers stand to gain from targeting these habits.

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