Article ID: 47017
In this study, we examined the impact of self-directed learning readiness on continued use of a lifelog system of learning through an empirical evaluation. The trial version of the Self-Tailored Educational Portal System, or STEPS, that allows students to record and visualize all of their own learning activities including their plans was used. The first- to third-year students from four Japanese universities participated in the evaluation, and from the results of a decision tree analysis of the continuous use status, factors with influence to the continuation were identified. Among the seven constituent factors of Self-Directed Learning readiness, it was found that a group of students with high self-responsibility and confidence of self-control tended to continue using the system until the end of the evaluation. In addition, the higher the degree of self-awareness that a student could learn effectively in various situations, the less they regarded the system as a learning planning tool, and the more they used it as a learning record monitoring system.
