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      Combining The Fogg Behavioural Model And Hook Model To Design Features In A Persuasive App To Improve Study Habits

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          Abstract

          Using technology to persuade people to behave in a certain way is an ever-increasing field of study. The ability to persuade individuals is quite clear in e-commerce, where individuals are persuaded to make purchasing decisions. However, it can also be applied to other disciplines, such as education where improving the study behaviour of students would be particularly useful. Forming good study habits can be a challenge for university students who have not done so in the earlier years of their education, or where the pressures of external commitments have eroded previously good habits. We use a combination of the Fogg Behavioural Model and the Hook model to design features for an app as a component of a larger persuasive system to help improve three key areas of study habits: study scheduling, class preparation and group study. The app will be built and tested in a university setting targeting undergraduate students.

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          Most cited references9

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          Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance.

          Study habit, skill, and attitude inventories and constructs were found to rival standardized tests and previous grades as predictors of academic performance, yielding substantial incremental validity in predicting academic performance. This meta-analysis (N = 72,431, k = 344) examines the construct validity and predictive validity of 10 study skill constructs for college students. We found that study skill inventories and constructs are largely independent of both high school grades and scores on standardized admissions tests but moderately related to various personality constructs; these results are inconsistent with previous theories. Study motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. Academic specific anxiety was found to be an important negative predictor of performance. In addition, significant variation in the validity of specific inventories is shown. Scores on traditional study habit and attitude inventories are the most predictive of performance, whereas scores on inventories based on the popular depth-of-processing perspective are shown to be least predictive of the examined criteria. Overall, study habit and skill measures improve prediction of academic performance more than any other noncognitive individual difference variable examined to date and should be regarded as the third pillar of academic success.
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            The Design with Intent Method: a design tool for influencing user behaviour.

            Using product and system design to influence user behaviour offers potential for improving performance and reducing user error, yet little guidance is available at the concept generation stage for design teams briefed with influencing user behaviour. This article presents the Design with Intent Method, an innovation tool for designers working in this area, illustrated via application to an everyday human-technology interaction problem: reducing the likelihood of a customer leaving his or her card in an automatic teller machine. The example application results in a range of feasible design concepts which are comparable to existing developments in ATM design, demonstrating that the method has potential for development and application as part of a user-centred design process. Copyright (c) 2009 Elsevier Ltd. All rights reserved.
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              Understanding customer relationship management (CRM)

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                Author and article information

                Journal
                2016-06-10
                Article
                1606.03531
                ed8d1c75-f810-4873-917f-f1e455d43db2

                http://creativecommons.org/licenses/by-nc-sa/4.0/

                History
                Custom metadata
                ACIS/2015/212
                ISBN# 978-0-646-95337-3 Presented at the Australasian Conference on Information Systems 2015 (arXiv:1605.01032)
                cs.CY
                Debra Gaye Deegan

                Applied computer science
                Applied computer science

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