On the Impact of Digital Boosts on Perceived Stress in a Self-Regulated Learning Experiment

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dc.contributor.author Ouaazki, Abdessalam
dc.contributor.author Macko, Vladimir
dc.contributor.author Bergram, Kristoffer
dc.contributor.author Fuchs, Michael
dc.contributor.author Fenley, Marika
dc.contributor.author Melfi, Giueseppe
dc.contributor.author Holzer, Adrian
dc.date.accessioned 2023-12-26T18:35:46Z
dc.date.available 2023-12-26T18:35:46Z
dc.date.issued 2024-01-03
dc.identifier.isbn 978-0-9981331-7-1
dc.identifier.other d9884f10-a625-45fa-9235-62199e8fc2cc
dc.identifier.uri https://hdl.handle.net/10125/106379
dc.language.iso eng
dc.relation.ispartof Proceedings of the 57th Hawaii International Conference on System Sciences
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject Advances in Teaching and Learning Technologies
dc.subject digital boosts
dc.subject feedback
dc.subject self-regulated learning
dc.subject stress
dc.title On the Impact of Digital Boosts on Perceived Stress in a Self-Regulated Learning Experiment
dc.type Conference Paper
dc.type.dcmi Text
dcterms.abstract Self-regulated learning (SRL) has been adopted as a successful strategy for promoting deeper learning and improving academic performance. In this context, digital boosts have been used to empower learners by expanding their competencies and helping them reach their objectives. However, existing literature has primarily focused on the academic performance-related outcomes of digital boosts, while their potential effects on emotional and psychological aspects like stress and well-being remain comparatively under-explored. In this study, we address this gap by studying the impact of digital boosts on perceived stress, in addition to study time. We have designed a digital SRL support system, through which we have delivered digital feedback boosts. To evaluate this system, we conducted a pilot study with 60 university students. Our digital boosts have helped students keep a steady study time. However, they have caused an increase in perceived stress, especially among students who did not attain their study time plans.
dcterms.extent 10 pages
prism.startingpage 14
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