Persuasive and affective SMS text messaging for students’ learning
This report presents the outcome of an experimental design to investigate the impact of persuasive and affective SMS text messages on students’ self-regulated learning strategies while attending an introductory information systems course, with a focus on supporting Māori and Pacific learners.
- Dr Tiong-Thye Goh – Victoria University of Wellington
- Dr Boon Chong Seet – Auckland University of Technology
- Ms Liz Rawhiti – Victoria University of Wellington
This report presents the outcome of an experimental design to investigate the impact of persuasive and affective SMS on students’ self-regulated learning strategies while attending an introductory information systems course over a 12 week trimester. The participants were undergraduate students enrolled in INFO 101 at a tertiary institution in New Zealand.
The instrument used in this study was based on the motivated strategies for learning questionnaires (MSLQ) developed by Pintrich (1995). MSLQ measures three general types of strategies: cognitive, meta-cognitive and resource management.
The findings of the research identified that several aspects of students’ learning strategies such as Control of Learning Beliefs (CLB), Task Value (TV), Extrinsic Goal Orientation (EGO), Self-Efficacy for Learning and Performance (SELP), Meta-cognitive Self-Regulation (MSR), Organisation (OR), Elaboration (EL), Time and Study Environment Management (TSEM), and Rehearsal (RH) had been improved for the experiment group while the Time and Study Environment Management (TSEM) dimension of MSLQ had been significantly lowered for the control group who received no SMS intervention.
The study demonstrates a positive impact of persuasive and affective SMS on students’ learning and suggests that the intervention is able to provide stabilising and stimulating effects on students’ self-regulated learning compared to the control group.
Moreover the study shows that students who received SMS intervention performed better than students who did not receive SMS intervention. Most importantly, the study shows that SMS intervention enables Māori and Pacific students, who historically have a lower performance than the main cohort, to perform better than the main cohort and to a significantly higher level than those Māori and Pacific students who did not receive any SMS intervention.
This study demonstrates the effectiveness of a simple SMS intervention system. This study suggests that practitioners should consider the adoption of the persuasive and affective SMS strategy. They should adopt the seven principles of persuasive technology for sending SMS messages. They should also target the persuasive and affective SMS strategy to high risk students and they should conduct pre- and post-intervention surveys to provide insight to students’ learning strategies.
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