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Självkvantifiering som verktyg vid självreglerat lärande
KTH, School of Computer Science and Communication (CSC).
KTH, School of Computer Science and Communication (CSC).
2016 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
Self-regulated learning with quantified self as a tool (English)
Abstract [sv]

Ofta saknar studenter motivation för att lägga ned tillräckligt med tid på en kurs för att lära sig så mycket som möjligt. Den här uppsatsen undersökte därför hur olika presentationer av data i en simulering av en självkvantifieringsapp kunde påverka medieteknikstudenters motivation till att studera i kursen Flervariabelanalys. Undersökningen tog även upp aspekten om deltagarnas studietimmar påverkades av att se hur andra kurskamrater presterade. Vi avgränsade oss till att inte undersöka hur effektivt deltagarna studerade eller hur de presterade på tentamen, på grund av tidsbrist.

De 17 deltagarna i undersökningen studerade sitt andra år vid Medieteknikprogrammet på KTH och loggade sina studietimmar under fem dagar. Därefter fick de datan presenterad för sig i fem olika designförslag och gav feedback på förslagen. Slutligen svarade de på en längre, avslutande enkät.

Undersökningens resultat visade att de flesta hade högre mål än faktisk prestation räknat i antal studietimmar under veckans gång. De designutskick som motiverade mest innehöll en lugn bakgrund, motiverande citat eller sammanfattande diagram. Det designutskick som motiverade minst innehöll tidigare års betygsfördelning över tentamen i Flervariabelanalys.

Baserat på resultatet anser vi bland annat att en självkvantifieringsapp inte ska bevara användarnas anonymitet, för att uppmuntra till jämförelser med andra användare, att appen ska ge användarna kontinuerlig feedback, exempelvis i form av sammanfattande diagram, och att användaren ska kunna anpassa designen av appen via appens inställningar.

Abstract [en]

There are many times when students lack the motivation to spend enough time on a course to learn as much as possible. Therefore, this essay studied how different presentations of data in a simulation of a self-quantified app could affect Media Technology students’ motivation for studying in the course Calculus in Several Variable. The study also included the aspect if the participants’ hours of studying were affected by how fellow students performed. We did not include how effective the participants studied or how they performed on the exam, due to lack of time.

The 17 participants in the study were in their second year at the Media Technology program at KTH and they logged their hours of studying during five days. After that they got the presentation of the data in different design proposals. Finally, they answered a longer, conclusive questionnaire.

The result of the study showed that most of the participants had higher goals than actual performance, counted in number of hours of studying during the week. The design proposals that motivated the participants the most a calm background, inspiring quotations or a summarizing diagram. The design proposal that motivated the participants the least showed the distribution of grades of previous years for the Calculus in Several Variable exams.

Based on our results, we find, among other things, that a self-quantified app should not keep the users’ anonymity, for encouraging comparison with other users, that the app should provide the users with continuous feedback, for example a summarizing diagram, and that the user should be able to adjust the design of the app via the settings of the app.

Place, publisher, year, edition, pages
2016.
Keyword [sv]
Självkvantifiering, självreglerat lärande, självevaluering, akademiska känslor, självkvantifieringsapp
National Category
Media and Communication Technology
Identifiers
URN: urn:nbn:se:kth:diva-188200OAI: oai:DiVA.org:kth-188200DiVA: diva2:934335
Subject / course
Media Technology
Educational program
Master of Science in Engineering - Media Technology
Supervisors
Examiners
Available from: 2016-06-19 Created: 2016-06-08 Last updated: 2016-06-19Bibliographically approved

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