Fostering self-regulated learning through adaptive learning technology: A differentiated perspective on the role of feedback
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Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
10.2026
Typ der Arbeit
Studiengang
Sammlung
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Learning and Instruction
Themenheft
DOI der Originalpublikation
Link
Zugehörige Forschungsdaten
Reihe / Serie
Reihennummer
Jahrgang / Band
105
Ausgabe / Nummer
Seiten / Dauer
102394
Patentnummer
Verlag / Herausgebende Institution
Elsevier BV
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Background
Adaptive learning technology (ALT) has the potential to foster self-regulated learning (SRL) by providing personalized feedback. However, limited research has examined how differentiated feedback types—directive, informative, and transformative—delivered through ALT and taken up by learners relate to SRL components across its phases.
Aims
This study investigates the effects of differentiated feedback on SRL during pre-actional, actional, and post-actional phases. It examines how engagement with adaptive feedback moderates relationships among (meta-)cognitive, motivational, emotional, and behavioral aspects across these phases.
Sample and method
The study was conducted with 194 students enrolled in a stochastics course who used an ALT to work on course content and access personalized feedback opportunities over eight weeks. Data were collected through self-report measures and trace data and analyzed using hierarchical linear modeling to assess within- and between-subject effects across SRL phases.
Results
Findings revealed that task value, self-efficacy, goal orientation, and positive emotions in the pre-actional phase positively influenced regulatory behavior in the actional phase, while negative emotions hindered it. Post-actional satisfaction was positively associated with motivation, metacognitive activity, and positive emotions in the subsequent pre-actional phase. However, adaptive feedback’s moderating effects were limited and, in some cases, negatively affected regulatory outcomes, suggesting that transformative feedback may contribute to cognitive overload.
Conclusion
This study highlights the importance of designing feedback through educational technology. While ALT feedback can promote SRL, its effectiveness is context-dependent, requiring tailoring to learners’ needs. Future research should examine how to optimize feedback design and address individual differences in SRL development.
Schlagwörter
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
0959-4752
1873-3263
1873-3263
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
peer-reviewed
Open Access-Status
Hybrid
Lizenz
Zitation
Mejeh, M., & Fromm, Y. M. (2026). Fostering self-regulated learning through adaptive learning technology: A differentiated perspective on the role of feedback. Learning and Instruction, 105, 102394. https://doi.org/10.1016/j.learninstruc.2026.102394