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PREDICTING AND MOTIVATING ACHIEVEMENT IN SELF-PACED LEARNING: A FORMATIVE DESIGN, STUDY AND EVALUATION

dc.contributor.advisorBederson, Benjaminen_US
dc.contributor.authorGoldman, Alinaen_US
dc.date.accessioned2014-10-17T05:36:56Z
dc.date.available2014-10-17T05:36:56Z
dc.date.issued2014en_US
dc.identifierhttps://doi.org/10.13016/M2161D
dc.identifier.urihttp://hdl.handle.net/1903/15966
dc.description.abstractStudent motivation and retention is a notorious problem in self-paced and mastery environments. This thesis uses a formative study conducted during a self-paced mastery course at the University of Maryland to understand how background variables affect achievement and to explore whether student success can be positively influenced by: a) receiving a course credit suggestion; b) setting goals and sticking to self-made deadlines; c) viewing aggregated and individual progress feedback; and d) receiving game-inspired incentives and rewards. After evaluating the effectiveness of the integrated design, the thesis suggests design changes to improve motivation.en_US
dc.language.isoenen_US
dc.titlePREDICTING AND MOTIVATING ACHIEVEMENT IN SELF-PACED LEARNING: A FORMATIVE DESIGN, STUDY AND EVALUATIONen_US
dc.typeThesisen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentLibrary & Information Servicesen_US
dc.subject.pqcontrolledInformation scienceen_US
dc.subject.pqcontrolledEducational psychologyen_US
dc.subject.pqcontrolledEducational technologyen_US
dc.subject.pquncontrolledAcademic achievementen_US
dc.subject.pquncontrolledComputer science educationen_US
dc.subject.pquncontrolledEducation technologyen_US
dc.subject.pquncontrolledMastery learningen_US
dc.subject.pquncontrolledMotivationen_US
dc.subject.pquncontrolledSelf-paced learningen_US


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