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Title: A Heuristic Assessment Framework for the Design of Self-Regulated Learning Technologies
Researchers and educators have developed a variety of computer-based technologies intended to facilitate self-regulated learning (SRL), which refers to iterative learning processes wherein individuals set plans and goals, complete tasks, monitor their progress and outcomes, and adapt future efforts. This paper draws upon the SRL literature and related work to articulate two fundamental principles for designing SRL-promoting technologies: the Platform Principle and the Support Principle. The Platform Principle states that SRL-promoting technologies must incorporate clear platforms (i.e., tools and features) for engaging in planning, enacting, monitoring, and adapting. The Support Principle states that SRL-promoting technologies must include clear scaffolds for strategies, metacognition, motivation, and independence. These principles can be applied heuristically to formatively assess how and whether given learning technologies enable and scaffold self-regulation. More broadly, these assessments can empower educational technology creators and users to strategically design, communicate, and study technologies aligned with self-regulation. An exemplar application of the framework is presented using the PERvasive Learning System (PERLS) mobile SRL technology.  more » « less
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Journal of Formative Design in Learning
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National Science Foundation
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  2. Abstract

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    Most learners struggle to efficiently and effectively use self‐regulated learning (SRL) strategies to attain goals and subgoals.

    There is a need for SRL to be scaffolded for learners to manage multiple goals and subgoals while learning about complex STEM topics.

    Intelligent tutoring systems (ITSs) typically incorporate pedagogical agents (PAs) to prompt learners to engage in SRL strategy and provide feedback.

    There are mixed findings on the effectiveness of PAs in scaffolding learners' SRL.

    What this paper adds

    We consider PAs not only scaffolders but also teachers of SRL.

    Results showed that while PAs encouraged the use of SRL strategies when the content was relevant to subgoals, they did not discourage the use of SRL strategies when the content was not relevant.

    Results for this study were mixed in their support of PAs as teachers of SRL.

    Learners increasingly depended on PAs to prompt SRL strategies as time on task progressed.

    Implications for practice and/or policy

    PAs are effective scaffolders of SRL with more research needed to understand their role as teachers of SRL.

    PA scaffolding is more essential as time on task progresses.

    When deploying specific cognitive and metacognitive SRL strategies, the relevance of the content to learners' subgoals should be taken into account.

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