ArticleEducation and information technologies2024
Effects of adaptive feedback through a digital tool - a mixed-methods study on the course of self-regulated learning.
Article in Education and information technologies, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Stimulating flow in MOBA games: a moderated serial mediation model of gamification mechanics, perceived competence, and player retention.BMC psychology · 2026Article
- Adaptive learning mindset in digital learning environments: development and psychometric validation of the TEALMS among secondary school students.BMC psychology · 2026Article
- Cognitive offloading through digital tools and its relationship with critical thinking, task persistence, and learning depth.Frontiers in psychology · 2026Article
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Authors and funding
3 authors.
Funding
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Abstract
Lifelong learning is emerging as a key priority for promoting equity and sustainability in societies. Self-regulated learning (SRL) is a fundamental requirement for achieving successful lifelong learning, and digitization is increasingly influential in this regard. This mixed-methods study explores the degree to which adaptive learning technology (ALT) can assist university students in their SRL with timely and personalized support. Additionally, the study examines how students perceive this feedback and incorporate it into their learning behavior. Using hierarchical linear modeling, we investigated the development of SRL over a 9-week period. Semi-structured interviews were conducted with purposively selected learners, based on stimulated recalls. The quantitative results demonstrate positive development in certain components of SRL. Furthermore, the results indicate that metacognitive activity can be partially predicted by motivational and emotional states. The qualitative findings reveal that learners have varying perceptions of feedback received from ALT and integrate it into their learning behaviors based on their individual benefits. The results support the assumption that feedback provided through educational technology must be precisely tailored to the needs of learners, taking into account the dynamics of their individual learning processes. The study contributes to the ongoing discussion on the design of educational technology. Supplementary Information: The online version contains supplementary material available at 10.1007/s10639-024-12510-8.
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Registered trials
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