Promoting Growth Mindset Within Intelligent Tutoring Systems
نویسندگان
چکیده
When designing adaptive tutoring systems, a myriad of psychological theories must be taken into account. Popular notion follows cognitive theory in supporting multi-channel processing, while working under assumptions that pedagogical agents and affect detection are of the utmost significance. However, motivation and affect are complex human characteristics that can muddle human-computer interactions. The following study considers the promotion of the growth mindset, as defined by Carol Dweck, within middle school students using an intelligent tutoring system. A randomized controlled trial comprised of six conditions is used to assess various delivery mediums of growth mindset oriented motivational messages. Student persistence and mastery speed are examined across multiple math domains, and self-response items are used to gauge student mindset, enjoyment, and perception of system helpfulness upon completion of the assignment. Findings, design limitation, and suggestions for future analysis are discussed.
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