Abstract
Procrastination is a major issue faced by students which can lead
to negative impacts on their academic performance and mental
health. Productivity tools aim to help individuals to alleviate this
behavior by providing self-regulatory support. However, the processes of how these applications help students conquer academic
procrastination are under-explored. Particularly, it is essential to
understand what aspects of these applications help which kinds
of students in accomplishing their academic tasks. In this paper,
we address this gap by presenting an academic planning and time
management app (Proccoli) and a study designed to understand
the association between student procrastination modeling, in-app
behaviors, and perceived performance with app evaluation. As the
core of our study, we analyze student perceptions of Proccoli and
its impact on their study tasks and time management skills. Then,
we model student procrastination behaviors by Hawkes process
mining, assess student in-app behaviors by specifying planning
and performance-related measures and evaluate the relationship
between student behaviors and the evaluation survey results. Our
study shows a need for personalized self-regulation support in Proccoli, as students with different in-app studying behaviors are found
to have different perceptions of the app functionalities and the
association between the prompts for social accountability students
received by using Proccoli and their procrastination behavior is
significant.
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