Embed SRL supports in digital and AI-enhanced learning environments, grounded in solid SRL theory¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 2 studies (1 review, 1 qualitative), q2 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

The article's forward-looking commentaries recommend centering SRL research and design on digital and AI-enhanced learning environments, including adaptive platforms, learning analytics dashboards, and mobile applications supporting "goal setting, self-monitoring, and time management." They caution that digital tools assisting task management "holds great promise when grounded in solid SRL theory," and that poorly designed generative AI tools or ineffective use can impede learning, with self-regulation identified as a personal capacity to mitigate those risks.

Design Implications¶

Context¶

Requirements¶

• Digital and AI tools must be grounded in solid SRL theory rather than added as generic task-management features

Constraints¶

• The article warns that poorly designed genAI tools or ineffective use of genAI can impede learning

Target Learners¶

• students using digital learning platforms and generative AI tools
• K-12 through higher education learners

Target Learning Goals¶

• goal setting, self-monitoring, self-assessment, time management, and adaptive learning strategies in digital contexts

Claims¶

• Included studies suggest engagement increases when adaptive platform activities are tailored to learners' personal needs and emotional state [+W]
• Adult learners expect AI to enhance autonomy through choices, flexible learning spaces, metacognitive awareness, and structured self-assessment [+W]

Related Strategies¶

• Develop online measures of students' strategy use, linking learning analytics with retrospective task reports

Examples¶

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Key Sources¶

• Kitsantas, A., Bembenutty, H., Cleary, T. J., Alexander, P. A., DiBenedetto, M. K., Kaplan, A., Kolovelonis, A., Mandell, B. E., Martin, A. J., McCrudden, M. T., Panadero, E., Salisbury-Glennon, J. D., & Schunk, D. H. (2025). Barry J. Zimmerman's Enduring Legacy: The Inspiring Fusion of Self-Regulated Learning Theory, Practice, and Mentorship. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10052-0