Abstract:

Self-regulated learning allows students to guide their learning process by taking responsibility for it and playing an active role throughout the learning process. Self-regulated learning has a high correlation with academic performance and success in studies, in addition to achieving greater autonomy for learners. There are three main types of strategies in self-regulated learning: cognitive strategies, metacognitive strategies, and socioemotional strategies [1].

On the other hand, technology helps to employ strategies for self-regulated learning, as recognized by the most academically successful students [2]. However, most digital tools that facilitate self-regulated learning focus on cognitive strategies.

In this case, we present the development of a digital tool to facilitate the use of metacognitive strategies oriented to self-regulated learning.

The tool provides facilities for the employment of metacognitive strategies based on the four main types of metacognition strategies: strategies for planning, strategies for monitoring and strategies for evaluation. In addition, strategies related to contextual control can be considered as metacognitive strategies [3].

The design is based on a previous needs study:
(i) planning: aids for proper time management are provided by creating a schedule based on the identification of strengths and weaknesses in the learning objectives.
(ii) monitoring: reflection on the cognitive strategies used (summary, outline, etc.) is proposed, to offer the possibility of adapting or complementing these strategies, and to assess whether they need to work longer on each objective, modifying the planning after the current week to include the objectives that have not been achieved.
(iii) evaluation: it is proposed to reflect on the achievement of each of the objectives, in view of the dedication they should plan for the study of the final tests, and on the success of their planning and supervision, as a way of learning for the future.
(iv): control of the context: this is facilitated by inviting reflection on the appropriateness of the study place and offering recommendations to avoid distractors.

As result, the tool finally developed includes all of the above design guidelines, allowing users to employ metacognitive strategies to enhance their learning. The user experience is based on the strengths identified by the students and includes specific functionalities to work on the weaknesses based on the strengths.

It is concluded that the tool developed is an opportunity for the Spanish-speaking educational community, since until now educational tools for SRL have focused on cognitive strategies, and this one allows them to be worked on through reflection and the use of metacognitive strategies.

References:
[1] D. Muijs, and C. Bokhove, Metacognition and Self-Regulation: Evidence Review, Education Endowment Foundation, 2020. Retrieved from https://educationendowmentfoundation.org.uk/evidence-summaries/evidence-reviews/metacognition-and-self-regulation-review/
[2] A. García-Valcárcel, and F. J. Tejedor, “Percepción de los estudiantes sobre el valor de las TIC en sus estrategias de aprendizaje y su relación con el rendimiento,” Educación XX1, vol. 20, no. 2, pp. 137-159, 2017. doi:10.5944/educXX1.13447
[3] F. Torrano, and M. C. González, “El aprendizaje autorregulado: presente y futuro de la investigación,” Electronic Journal of Research in Education Psychology, vol. 2, no. 3, 2017. doi: 10.25115/ejrep.3.120

Keywords:

Self-regulated learning, metacognition, digital tool, educational software, user centered design.