Effects of instructional conditions and experience on the adoption of a learning tool

摘要: Abstract This paper presents the results of a natural experiment investigating effects instructional conditions and experience on adoption sustained use learning tool. The was conducted with undergraduate students, enrolled into four performing art courses (N = 77) at research intensive university in Canada. students used video annotation software CLAS for course-based self-assessment their performances. Although existing offers insights factors predicting students' intentions accepting tool, much less is known about that affect actual tool use. study explored amongst across two consecutive semesters. Trace data use, graph-based measures metacognitive monitoring, text cohesion annotations were to estimate volume quality strategy products created. confirmed scaffolding (e.g., graded activity feedback) required guide initial although did not have an independent significant effect quantity findings demonstrated strongly influenced by individual student gains from scaffolded conditions. That is, future even when nor feedback provided. An important implication students’ solely driven motivation – rather, it shaped