How to Enjoy Writing Papers: Supporting Literature-Based Inquiry Learning to Reduce Procrastination and Foster Ownership and Positive Emotions

Abstract

Literature-based inquiry learning is a common form of instruction in the Humanities and Social Sciences but usually lacks the necessary support. In this paper, the effects of a virtual environment to support the literature-based inquiry process with scaffolds and prompted learning diaries are compared to unguided learning processes. We find a significant decrease in procrastination and a significant increase in perceived psychological ownership and positive emotions. In-depths interviews give insights into the learning process and epistemic emotions during the process when the supportive environment is used. Further data collection is currently in progress and will add to these findings.