The influences of self-regulated learning support and prior knowledge on improving learning performance

Tzu-Chi Yang, Meng Chang Chen, Sherry Y. Chen*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

17 Scopus citations

Abstract

Self-regulated learning (SRL) is helpful to students. On the other hand, prior knowledge has great effects on students’ self-regulation and learning performance. To this end, this study aimed to examine how high prior knowledge students (HPKs) and low prior knowledge students (LPKs) behaved differently when interacting with a SRL environment. To achieve this aim, we proposed a self-regulated learning support system (SRLSS) for a mathematical course. The results showed that the gap of learning performance between the HPKs and LPKs was removed after a long-term learning process. Moreover, the LPKs and HPKs behaved similarly in the forethought and self-reflection phases but some behavior differences were found in the performance phase, where the LPKs relied on the notes and sought support the dashboard and quiz records while the HPKs did not demonstrate such a tendency. Our results’ theoretical and methodological implications and possible applications for further research are also discussed.

Original languageEnglish
Pages (from-to)37-52
Number of pages16
JournalComputers and Education
Volume126
DOIs
StatePublished - 1 Nov 2018

Keywords

  • Evaluation of CAL systems
  • Interactive learning environments
  • Teaching/learning strategies

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