A Heuristic Assessment Framework for the Design of Self-Regulated Learning Technologies

Researchers and educators have developed a variety of computer-based technologies intended to facilitate self-regulated learning (SRL), which refers to iterative learning processes wherein individuals set plans and goals, complete tasks, monitor their progress and outcomes, and adapt future efforts. This paper draws upon the SRL literature and related work to articulate two fundamental principles for designing SRL-promoting technologies: the Platform Principle and the Support Principle. The Platform Principle states that SRL-promoting technologies must incorporate clear platforms (i.e., tools and features) for engaging in planning, enacting, monitoring, and adapting. The Support Principle states that SRL-promoting technologies must include clear scaffolds for strategies, metacognition, motivation, and independence. These principles can be applied heuristically to formatively assess how and whether given learning technologies enable and scaffold self-regulation. More broadly, these assessments can empower educational technology creators and users to strategically design, communicate, and study technologies aligned with self-regulation. An exemplar application of the framework is presented using the PERvasive Learning System (PERLS) mobile SRL technology.