The influence of e-learning on exam performance and the role of achievement goals in shaping learning patterns
Year: 2024
Type: article
Study design: Observational Study
Abstract: Digital learning environments provide opportunities to support learning in higher education. However, it is yet unclear why and how learners use these opportunities. We propose that learners’ achievement goals and their beliefs regarding the instrumentality of e-learning tools to achieve those goals are predictive for learning behavior within digital learning environments. Furthermore, we assume learning behavior characterized by longer overall learning time, more distributed learning, and less learning delay predicts higher exam performance. To test these hypotheses, we analyzed log-file data of 91 university students who had used an intelligent tutoring system as exam preparation in a pre-registered study. Beyond the overall predictive validity of the intelligent tutoring system, we found a negative association between learning delay and exam performance. Achievement goals predicted learning time and time distribution, an association that was partly moderated by perceived instrumentality. This suggests that goals and beliefs are important puzzle pieces for understanding e-learning (behavior).
Authors: Marc Philipp Janson, Stefan Janke
Institutions: University of Mannheim, Karlsruhe University of Education
Language: English
Subfield: Artificial Intelligence
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4402772768