Adaptive support for self-regulated learning in digital learning environments

被引：0
|
作者：
Khalil, Mohammad [1 ]
Wong, Jacqueline [2 ]
Wasson, Barbara [1 ]
Paas, Fred [3 ,4 ]
机构：
[1] Centre for the Science of Learning & Technology (SLATE), University of Bergen, Bergen, Norway
[2] Department of Education, Faculty of Social and Behavioral Sciences, Utrecht University, Utrecht, Netherlands
[3] Department of Psychology, Education, and Child Studies, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
[4] School of Education, University of New South Wales, Sydney,NSW, Australia
来源：
British Journal of Educational Technology | 2024年
关键词：
D O I：
A core focus of self-regulated learning (SRL) research lies in uncovering methods to empower learners within digital learning environments. As digital technologies continue to evolve during the current hype of artificial intelligence (AI) in education, the theoretical, empirical and methodological nuances to support SRL are emerging and offering new ways for adaptive support and guidance for learners. Such affordances offer a unique opportunity for personalised learning experiences, including adaptive interventions. Exploring the application of adaptivity to enhance SRL is an important and emerging area of research that requires further attention. This editorial introduces the contributions of seven papers for the special section on adaptive support for SRL within digital learning environments. These papers explore various themes related to enhancing SRL strategies through technological interventions, offering valuable insights and paving the way for future advancements in this dynamic area. © 2024 British Educational Research Association.
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摘要：
Engineering Village
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