Investigating How Achievement Goals Influence Student Behavior in Computer Based Learning

Abstract

This study uses a mixed methods approach to explore relationships between goal achievement orientation and changes in student achievement, behavior, and affect while using Betty’s Brain. Qualitative coding was applied to student interviews to identify either performance or mastery goal approaches applied during their interaction with the game. A combination of quantitative methods were used to determine the influence and strength of goal orientations on student outcomes and interviews were thematically examined for patterns across student experiences. Findings from this study imply that students who communicate a goal approach (either performance approach or mastery approach) are more likely to experience confusion and engage in review-related behaviors such as reading informational resources and noting the accuracy of their responses.