Fostering Self-Regulated Learning Through Educational Technology: A Differentiated Perspective on the Role of Feedback (Poster 34)

• In Event: AERA Poster Session Thursday 1:45 p.m.
  In Poster Session: Using Self-Regulated Learning to Address Studying Challenges and Opportunities

Abstract

This study explores the significant impact of digital technologies on self-regulated learning (SRL), focusing on the role of adaptive learning technologies (ALT) in providing feedback. Using Schmitz and Wiese's SRL model, the research examines how different types of feedback—directive, informative, and transformative—affect various phases of SRL. Over a 12-week university course, an ALT was implemented to support students' SRL by offering personalized feedback based on their motivational, emotional, and metacognitive states. The findings reveal that feedback types influence motivation, metacognitive activity, and emotions in distinct ways. While feedback generally enhances SRL, its effectiveness varies depending on the learner's emotional state, underscoring the need for personalized feedback mechanisms.

Authors

• Mathias Mejeh, Fachhochschule Nordwestschweiz

• Yvonne M. Fromm, University of Mannheim