The idea of inserting “social-psychological interventions” into learning software is gaining steam, raising both hopes and fears about the ways the ed-tech industry might seek to capitalize on recent research into the impact of students’ mindsets on their learning.
…Publishing giant Pearson recently conducted an experiment involving more than 9,000 unwitting students at 165 different U.S. colleges and universities. Without seeking prior consent from participating institutions or individuals, the company embedded “growth-mindset” and other psychological messaging into some versions of one of its commercial learning software programs. The company then randomly assigned different colleges to use different versions of that software, tracking whether students who received the messages attempted and completed more problems than their counterparts at other institutions.
The results included some modest signs that some such messaging can increase students’ persistence when they start a problem, then run into difficulty. That’s likely to bolster growth-mindset proponents, who say it’s important to encourage students to view intelligence as something that can change with practice and hard work.
But the bigger takeaway, according to Pearson’s AERA paper, is the possibility of leveraging commercial educational software for new research into the emerging science around students’ attitudes, beliefs, and ways of thinking about themselves.