Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system
Pedagogical agent scaffolding increased learners use of self-regulatory strategies. Pedagogical agent scaffolding alone did not increase learners performance. Achievement goal motivation moderated the effect of agents on performance. Performance was highest for performance-approach learners receiving scaffolding.
motivation achievement goals scaffolding self-regulated learning intelligent tutoring system pedagogical agents