Time management is one of the important components involved in self-regulated learning (SRL). It becomes more important in the context of multi-week assignments where students need to adopt regulation strategies to reach their goals and finish their tasks. Feedback may help students in adjustment of these strategies during this process by enhancing their self-reflection. While many systems have designed to support students’ self-reflection and awareness, there is a lack of empirical research about the real effect and usefulness of these systems. In this study, I introduced a trace-data driven personalized reminder feedback system to support time management of students during multi-week assignments by providing insight about their behavior and recommendations. I conduct in-depth interviews with students and use qualitative methods to evaluate how this system helped students with their metacognitive processes involved in their time management. Implications for future research and guidelines for practice are provided.
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Thesis advisor: Hatala, Marek
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