Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 551146
Title Relations between students' perceived levels of self-regulation and their corresponding learning behavior and outcomes in a virtual experiment environment
Author(s) Verstege, Sjors; Pijeira-Díaz, Héctor J.; Noroozi, Omid; Biemans, Harm; Diederen, Julia
Source Computers in Human Behavior 100 (2019). - ISSN 0747-5632 - p. 325 - 334.
Department(s) Food Chemistry
Education and Learning Sciences
Publication type Refereed Article in a scientific journal
Publication year 2019
Abstract Virtual Experiment Environments (VEEs) have been shown as effective preparation steps for laboratory classes in natural science education. Given the self-directed nature of VEEs, students need adequate Self-Regulated
Learning (SRL) skills. This study explores the relation between students' perceived SRL level and their behavior and outcomes in a VEE in the field of enzymology. Ninety-seven higher education students were divided into
three groups of perceived SRL level (high, medium, and low). The VEE learning behavior (e.g., number of attempts and hints accessed) and VEE outcomes of these groups were compared while keeping prior knowledge as a covariate. While low self-regulated learners showed the least level of engagement with the VEE, high self-regulated learners showed the most optimum learning activity. Medium self-regulated learners engaged more in gaming the system behavior, and consequently learned the least. These results suggest that there is a nonlinear relationship between perceived SRL level and outcomes, since the intermediate level seems to be detrimental to learning, as explained through behavior. The intermediate level was characterized by an increase in agency, but
a lack of goal-directed and planning behavior. Implications for self-regulated learning theory and the design of VEEs in the best interest of students are discussed.
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