Fostering self-regulated learning through adaptive learning technology: A differentiated perspective on the role of feedback
Loading...
Authors
Author (Corporation)
Publication date
10.2026
Type of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Learning and Instruction
Special issue
DOI of the original publication
Link
Related research data
Series
Series number
Volume
105
Issue / Number
Pages / Duration
102394
Patent number
Publisher / Publishing institution
Elsevier BV
Place of publication / Event location
Edition
Version
Programming language
Assignee
Practice partner / Client
Abstract
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.
Keywords
Subject (DDC)
Event
Exhibition start date
Exhibition end date
Conference start date
Conference end date
Date of the last check
ISBN
ISSN
0959-4752
1873-3263
1873-3263
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
peer-reviewed
Open access category
Hybrid
License
Citation
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