[2W] International Session-I

[W-05] Educational Recommender Systems for Decision-Making in Self-Directed Learning

○Robert W Songer¹, Tomohito Yamamoto² (1. International College of Technology, Kanazawa, 2. Kanazawa Institute of Technology)

Keywords:Achievement goals, identity status, divergent thinking, convergent thinking

Self-directed learning tasks take considerable cognitive effort in the beginning as students are required to make decisions that will have major effects on the rest of their experience. Recommender systems were created specifically for the purpose of aiding the decision-making process, and their use in educational contexts have been no exception. With self-directed learning in particular, students engage in both exploratory and evaluative forms of divergent and convergent thinking as they narrow down their choice of topics and tasks. The issues they encounter along the way relate to their achievement goals and sense of self identity. In this paper, we analyze student responses to questions inspired by achievement goal theory and identity status theory during an interview that took place at the conclusion of a self-directed learning project. Based on the results, we then review evaluation metrics for recommender systems and propose an approach for further research into recommender systems for self-directed learning.