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Mohammed Saqr; Sonsoles López-Pernas – British Journal of Educational Technology, 2024
Complex dynamic systems offer a rich platform for understanding the individual or the person-specific mechanisms. Yet, in learning analytics research and education at large, a complex dynamic system has rarely been framed, developed, or used to understand the individual student where the learning process takes place. Individual (or…
Descriptors: Individual Instruction, Learning Strategies, Learner Controlled Instruction, Instructional Systems
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Jodie Torrington; Matt Bower; Emma C. Burns – British Journal of Educational Technology, 2024
It is well-established that being a self-regulated learner is beneficial academically, motivationally and is considered essential for productive life-long learning. Despite this, there is limited evidence examining how different measures of self-regulation for learning (SRL) relate to task performance for young students learning in digital…
Descriptors: Elementary School Students, Elementary Education, Electronic Learning, Independent Study
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Daryn A. Dever; Megan D. Wiedbusch; Sarah M. Romero; Roger Azevedo – British Journal of Educational Technology, 2024
Intelligent tutoring systems (ITSs) incorporate pedagogical agents (PAs) to scaffold learners' self-regulated learning (SRL) via prompts and feedback to promote learners' monitoring and regulation of their cognitive, affective, metacognitive and motivational processes to achieve their (sub)goals. This study examines PAs' effectiveness in…
Descriptors: Intelligent Tutoring Systems, Scaffolding (Teaching Technique), Independent Study, Prompting
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Ikenna Osakwe; Guanliang Chen; Yizhou Fan; Mladen Rakovic; Shaveen Singh; Lyn Lim; Joep van der Graaf; Johanna Moore; Inge Molenaar; Maria Bannert; Alex Whitelock-Wainwright; Dragan Gaševic – British Journal of Educational Technology, 2024
Self-regulated learning (SRL) is an essential skill to achieve one's learning goals. This is particularly true for online learning environments (OLEs) where the support system is often limited compared to a traditional classroom setting. Likewise, existing research has found that learners often struggle to adapt their behaviour to the…
Descriptors: Metacognition, Learning Strategies, Teaching Methods, Classroom Environment
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Katharina Teich; Vanessa Stefanie Loock; Nikol Rummel – British Journal of Educational Technology, 2024
Online courses are particularly attractive in continuing education because they offer a high degree of autonomy and flexibility, although this requires learners to take greater responsibility for self-regulating their learning. That can be challenging for adult learners as they need to handle other obligations in addition to learning. Thus,…
Descriptors: Electronic Learning, Continuing Education, Self Management, Learning Strategies
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Reilly Norum; Ji-Eun Lee; Erin Ottmar; Lane Harrison – British Journal of Educational Technology, 2024
Well-designed online educational games can improve students' math knowledge, skills and engagement; however, more research is needed to understand how to formatively assess components of students' mathematical understanding and learning as students solve problems in online educational games. In this study, we examined how 7th-grade students' (N =…
Descriptors: Educational Games, Computer Games, Student Evaluation, Mathematics Skills
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Davy Tsz Kit Ng; Chee Wei Tan; Jac Ka Lok Leung – British Journal of Educational Technology, 2024
In recent years, AI technologies have been developed to promote students' self-regulated learning (SRL) and proactive learning in digital learning environments. This paper discusses a comparative study between generative AI-based (SRLbot) and rule-based AI chatbots (Nemobot) in a 3-week science learning experience with 74 Secondary 4 students in…
Descriptors: Student Empowerment, Learning Strategies, Self Management, Science Education
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Kshitij Sharma; Andy Nguyen; Yvonne Hong – British Journal of Educational Technology, 2024
Adaptive learning technologies are closely related to learners' self-regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self-regulation and shared regulation of learning in collaborative settings. We…
Descriptors: Self Management, Cooperation, Literature Reviews, Assistive Technology
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Xiaofang Liao; Xuedi Zhang; Zhifeng Wang; Heng Luo – British Journal of Educational Technology, 2024
Formative assessment is essential for improving teaching and learning, and AI and visualization techniques provide great potential for its design and delivery. Using NLP, cognitive diagnostic and visualization techniques designed to analyse and present students' monthly exam data, we developed an AI-enabled visual report tool comprising six…
Descriptors: Artificial Intelligence, Design, Program Implementation, Formative Evaluation