The Synergy of Educational Technologies and Self-regulated Learning: A Systematic Scoping Literature Review

被引：0

作者：

Bruenner, Benedikt ^{[1
]}

Burgsteiner, Harald ^{[2
]}

Schoen, Sandra ^{[1
]}

Ebner, Martin ^{[3
]}

机构：

[1] Graz Univ Technol, Inst Interact Syst & Data Sci, Graz, Austria

[2] Graz Univ Technol, Educ Technol, Graz, Austria

[3] Univ Teacher Educ, Inst Digital Media Educ, Graz, Austria

来源：

FUTUREPROOFING ENGINEERING EDUCATION FOR GLOBAL RESPONSIBILITY, ICL2024, VOL 2 | 2025年 / 1261卷

关键词：

Educational Technology; Self-regulated Learning; Systematic Scoping Literature Review; STUDENTS; SKILLS;

D O I：

10.1007/978-3-031-85649-5_30

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The rapid advancement of artificial intelligence (AI) technology necessitates addressing the topic of self-regulated learning (SRL) given its potential for personalized learning experiences. Educational Technologies (EdTech) have the capacity to facilitate SRL within educational contexts, particularly in remote learning scenarios. This study explores the interplay between EdTech and SRL, highlighting their synergistic relationship. Through a systematic scoping literature review following the methodology of Peters et al., evidence from 328 records in the Scopus database was synthesized, with an analysis of 112 reports meeting the inclusion criteria published between January 2015 and February 2024. Zimmerman's cyclical phases model emerged as the predominant SRL framework in connection with EdTech. Additionally, the identified EdTechs were categorized into eleven clusters based on shared characteristics and mapped onto Zimmerman's SRL model to create an EdTech-SRL-Synergy-Map. Recommendations are made for future research, particularly in the secondary education sector, and the significance of SRL practices in an educational landscape permeated by AI is emphasized.

引用

页码：301 / 315

页数：15

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