학습자 데이터 기반 메타주의 지원 전략 개발

Abstract

In the era of digital transformation, the widespread use of digital devices in classrooms has raised growing concerns about students’ attention becoming distracted. Digital distractions and media multitasking hinder learning engagement and negatively affect academic achievements, highlighting the need for a systematic approach to support students. This study focuses on meta-attention as a key strategy to address this challenge and aims to develop a data-driven support strategy to enhance students’ meta-attention. This design-based research involved a design team, including high school science teachers, to iteratively co-design and refine the Meta-Attention Dashboard, its analytics, and the associated meta-attention support strategies. The study found that these strategies led to a significant improvement in students’ attention, particularly benefiting students who were less familiar with self-regulated learning. The support strategies helped students recognize their attentional states, adjust learning behaviors, and enhance their self-regulated strategies and motivation. This study presents theory-informed instructional strategies for addressing lack of attention in technology-integrated classrooms and highlights the value of participatory design through collaboration with teachers.