Using the chatbot-based journaling system improves self-reported SRL strategy use from pre-survey to 12-week follow-up in all groups, including baseline¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · checked against its sources 2026-10-13 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Significant pre-to-follow-up differences appeared in cognitive, metacognitive (including self-reflection), and resource-related SRL strategy use across groups. → Sven Scheu 2026

Evidence¶

Sven Scheu 2026¶

Sven Scheu, Simone N. Loeffler and Alexander Maedche. (2026). Designing a mobile chatbot-based learning journaling system for intrinsic motivation and engagement. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-026-00589-7

q3 · i? · causal · r2

Longitudinal comparison of LIST-K SRL sub-scale scores across the pre-, post-, and follow-up surveys, including only participants who filled out both surveys. The authors state the reflective journal writing system with integrated prompting positively affected SRL in all groups, including the baseline group, contrary to previous structured-journal research.

"As seen in Table 4, significant differences exist between the pre-survey and the follow-up survey regarding the participants' usage of cognitive and metacognitive self-regulation strategies (including self-reflection) as well as resource-related strategies."

Discussion¶

Related Claims¶

• Keeping a structured learning diary without further intervention did not improve university students' self-regulation — the general claim this finding bears on, with the studies behind it

• Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — the general claim this finding bears on, with the studies behind it

• Evidence suggests over-reliance on generative AI may negatively affect students' self-regulated learning behaviors, potentially harming retention and transfer to novel contexts — the general claim this finding bears on, with the studies behind it

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