Scaffolding Motivation and Metacognition in Learning Programming

This paper explores the role that feedback based on past actions and motivational states of the learner can have in a motivationally and metacognitively aware Intelligent Tutoring System (ITS) focused on programming. Keywords. Motivation, metacognition, feedback, ITS, programming Research Background and Work in Progress Programming is regarded as a difficult skill to learn both by researchers and often by learners themselves [1, 2]. In turn it can have consequences on the learner’s motivational state and metacognitive process. One overriding problem faced when learning to program relates to the learner’s inability to combine various programming elements together to form/develop a program [2]. Spohrer and Soloway [3] recognise that learners are not given enough instruction on how to “put the pieces together”, which relates to the underlying skills of problem solving, design and expressing the design through to the program solution. Motivation and metacognition are key factors in...

• Type: Conference
• Year: 2009
• Where: AIED
• Authors: Alison Hull, Benedict du Boulay
• Keywords: AIED 2009, Artificial Intelligence, Learners, Learner’s Motivational State, Learner’s Past Experience