Table 3 Search Results
From: Review on self-regulated learning in smart learning environment
Reference | Description of Application | Evaluation Method | SRL Evaluated | Design Functionalities |
|---|---|---|---|---|
Akinyi and Oboko (2020) | Proposed Self-regulated collaborative learning model based on social cognitive theory | Proposed model for reducing dropout in an eLearning environment | General self-regulated learning process | Collaboration |
Manganello et al. (2019) | Examined the effect of SRL-based web platform | The mixed-method used to evaluate active engagement among students | SRL strategies in web-learning platform | Learning engagement |
Bahreman et al. (2016) | The system used SRL-based achievements in the educational mobile app to motivate students to learn and practice with the mobile learning environment. | Used survey to measure the impacts of the mobile environment on learning engagement and learning outcome of a student. The result showed an increase in engagement and outcomes | Cognition, Metacognition, Motivational/Affective | Feedback |
Chatzara et al. (2016) | The system incorporated an agent called Sophia to help a student in the learning process and foster cognitive learning in disabled student | Used survey to measure students’ learning performance. The results show an increase in the components measured. | Affective/Motivational | Feedback |
John et al. (2015) | SIMSELF was used an Open-ended computer-based learning environments system to support SRL. | Pretest and posttest using. The result shows that students who used the facilities in the learning platform increased in a performance that does who didn’t use it. | SRL strategies: Planning, performance, monitoring, and reflection. | Visualization, Class comparison, Feedback |
Manso-Vázquez et al. (2015) | The system used Tin Can API to track learners’ learning activities to support them in an eLearning environment | The implementation is needed to be validated | General SRL process | Visualization |
Nussbaumer et al. (2015) | The study introduced Psycho-Pedagogical- framework to find out if students were able to follow a self-regulated process | Used survey to evaluate the impacted on students’ SRL. The result show students can followed the process and improved learning experiences | Cognitive, Metacognitive, Motivations/affective | Visualization |
Koorsse et al. (2014) | This system introduced formative assessments into the mobile learning environment to motivate students to practice and do more exercises. | Used survey to determine how the mobile environment motivated students learning and performance which received positive feedback and increased performances | Motivation/Affective | Visualization |
Nussbaumer et al. (2014) | The aimed of the system is to use Responsive And open learning environment to support students’ SRL process. | Used multi-survey study to examine how teachers and students used the environment in terms of acceptability, usefulness and factors influencing the use of the widgets for learning which provide useful insight into improve the design. | SRL phases using the Responsive and open learning environment | Visualization, Recommendation |
Tu et al. (2012) | The system incorporated Web technologies to determine if the environment can support learners’ SRL. | Used online survey to evaluate show positive responses from the participants | General SRL strategies: Goal setting, time management, and task strategies | Visualization, Feedback, Collaboration, Recommendation |
Lehmann et al. (2013) | The system Introduced prompt in self-regulated online learning environment to promote personalization and adaptation | Used survey to determine the usefulness of the prompts to support online personalization and adaptation | Metacognitive awareness, Motivation\ Affective, Cognitive | Interactivity |
Lajoie et al. (2013) | This system introduced a BioWorld system to help the medical students receive feedback form experts while solving authentic patients’ cases. | Used survey to conduct three studies which revealed that medical Student increase in the learning process in terms of diagnosis and accuracy in solving patient cases | Metacognitive | Visualization, Feedback, Recommendation, Collaboration |
Winne & Hadwin (2013) | The system introduced a learning platform called nStudy to help new medical students and experts interacts during learning and diagnosing patients’ cases | Used survey to evaluate trace of data and learning behaviors which show that learners have improved in the learning process | Cognitive, Metacognitive | Visualization, Feedback, Recommendation, Collaboration |
Canţer (2013) | The system introduced a hybrid model of an e-learning system called MEM (Metacognitive e-learning model) to improve students’ metacognitive skills | Proposed model | A model to measure metacognitive skills | Proposed design |
Sahabudin and Ali (2012) | This system combined Self-regulated Learning and Personalized Learning (SRPL) to propose a personalized learning environment to support the learning environments’ SRL process. | A proposed personalized learning environment | General self Regulated Learning phases. | Proposed design Process |