The feelings of difficulty and familiarity (FOD and FOF) are two types of metacognitive experiences. Both may influence student engagement and the application of metacognitive strategies, but these relationships are not well understood, in part because many studies have relied on self-report measures of behaviors that may not accurately reflect…

The current study assessed 495 middle school students in China using self-report questionnaires, to examine the multiple mediating effects of intrinsic motivation and learning engagement (vitality, dedication and absorption) in the relations between technology acceptance and students' self-regulated learning. The results indicated that technology…

Educational tools like EdPuzzle, PlayPosit, and Kaltura have gained recent attention, as they purportedly empower educators to incorporate questions, quizzes, and discussions into instructional videos. However, there is no empirical evidence on how or under what circumstances these platforms may impact students' learning. A quasi-experimental…

Self-regulated learning, reflective thinking, and meta-cognition have been given greater emphasis in Singapore's education system as central to the development of 21st century competencies and lifelong learning capacities. This study explores students' perceptions of their Self-Regulated Learning (SRL) strategies in Secondary Social Studies after…

This study aimed to investigate students' reflections on using smartphones to enhance vocabulary learning. The sample consisted of 64 college students enrolled in required English as a Foreign Language (EFL) reading course. A twenty-two-item questionnaire was developed to elicit students' reflections on their experiences in terms of three aspects;…

Background: Computer-based scaffolding has been intensively used to facilitate students' self-regulated learning (SRL). However, most previous studies investigated how computer-based scaffoldings affected the cognitive aspect of SRL, such as knowledge gains and understanding levels. In contrast, more evidence is needed to examine the effects of…

This study aims to reveal the perceptions that classroom teacher candidates have regarding the concept of computer-assisted mathematics instruction (CAMI), with the help of metaphors. Furthermore, the another aim of the study of this study consists of an analysis of whether these metaphors differed based on the teacher candidates' learning…

This study aimed; (1) to investigate student responses toward the use of android-based media assisted by Smart Apps Creator for mathematics learning; (2) to investigate student self-regulated learning level; (3) to find out whether there was an effect using Android-based mathematics learning media assisted by Smart Apps Creator on student…

Transnational online education has become an emerging trend in promoting academic collaboration and exchange in higher education during and after the pandemic. Guided by the learning ecology framework, we conducted concurrent mixed methods research by distributing an online survey to Chinese students (N=51) to collect quantitative and qualitative…

This research studied self-directed learning in online English reading of seven secondary school students who attended a ten-week Computer-Assisted Language Learning (CALL) learner training. The CALL learner training was sequenced using Knowles's (1975) six steps of self-directed learning, which were setting climate, analyzing needs, setting…

This study examines the impact of AI course assistants on student learning experiences in online undergraduate courses at Los Angeles Pacific University. A controlled experiment involving 92 students across treatment and control groups was conducted to evaluate the effectiveness of AI assistants developed by Nectir. The treatment group had access…

Retrieval practice typically benefits later memory more than restudy (i.e., the testing effect). The benefits of retrieval-based learning generalize across a range of materials and contexts, leading many cognitive scientists to advocate for broad educational implementation. However, educators and practitioners call for more research on factors…

Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs,…

Mobile-assisted language learning (MALL) has witnessed an explosion of interest from consumers and researchers. However, consumers often complain about the limited functionality of MALL applications, which typically do not allow for critical self-reflection or for users to consider different aspects of their learning such as the task itself, the…

Flow, a subjective state of optimal engagement and immersion, is characterized by a balance of perceived challenges and skills, interest, attention, and a sense of control (Csikszentmihalyi, 1990). Investigating flow in language learning can provide valuable insights into effective learning processes and contexts (Egbert, 2003). Self-regulated…