Does Technology-Based Learning Environment Promote Students’ Self-Regulated Learning? A Meta-Analysis of Two Decades of Empirical Research

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  In Virtual iPresentation Only: SIG-Systematic Review and Meta-Analysis Virtual Poster Session

Abstract

This meta-analysis synthesizes 59 samples from 51 studies (2004–2024) to examine the effects of technology-based learning environments on students’ self-regulated learning (SRL). Results show a moderate positive effect (g = 0.41), indicating technology-supported environments can enhance SRL. Moderator analyses reveal that factors such as intervention strategies, subject areas, grade levels, duration, cultural values, and collaborative learning significantly influence outcomes. Collaborative learning notably strengthens the impact. These findings offer insights for designing effective technology-based learning platforms that support SRL, promoting student autonomy and improved learning outcomes.

Author

• Yinuo Li, university of bristol