Examining university students’ motivation, abilities and preferences related to learning to learn

Abstract

Learning to learn has been identified as an underdeveloped yet critical skill for learners. However, interventions often struggle to alter learner behavior in a lasting manner. We conducted a quasi-experimental study, guided by the Fogg Behavior Model, that involved 83 first-year university students in a computer engineering degree program. Our study examined learner levels of motivation, self-assessments of their abilities, and preferences for future interventions related to learning to learn. Our results suggest that student learning to learn skills are underdeveloped, not all students are motivated to improve their learning skills, and ICT-based solutions are preferred to more traditional educational approaches.