Abstract:

Studies that focus on self-regulated learning have been receiving much attention in recent years. The advantages of being a good self-regulator include being able to:
(a) set better learning goals,
(b) implement more effective learning strategies,
(c) monitor and assess one’s own goal progress successfully,
(d) seek assistance occasionally, and
(e) adjust strategies more efficiently (Schunk and Zimmerman, 2008).

The ultimate goal of learning and teaching mathematics is for students to acquire adaptive competence (Corte, 2011). Corte (2006) perceives self-regulated learning skills as an important factor in acquiring adaptive competence. However, Schunk (2001) notes that students do not become self-regulated learners voluntarily and automatically. In other words, they become self-regulated learners with help from others. Based on these findings, it is necessary to implement instructional designs in which the teachers stimulate self-regulated learning in the school education and train students to become self-regulated learners. Today, practical lessons that use Information Communication Technology (ICT) are drawing attention from all over the world. Therefore, we develop a system which can develop self-regulated learning skill. So, in our study we help students visualize when and how other learners are learning. Therefore, we applied nudging, which is a concept well-known in the field of behavioral economics, to the field of education.

We have the students:
(a) take notes using a tablet device;
(b) monitor the learning strategies of others;
(c) review their own learning’
(d) nudge learners who do not know what to do on a tablet;
(e) encourage them to learn; and
(f) push them to learn not only content but also learning strategies.

This process develops self-regulated learning. Here we show that the study has two parts. The first part looks at the difference in learning strategies, and the second part organizes the ICT system design. Study1 suggested there was no significant difference between the accuracy of paper and tablet fill-in-the-blanks, and between the visual perspective of paper and tablet underlined. Study2, we summarized the specifications for the best system and environment for the learner by improving the class efficiency, using the Internet environment, and utilizing a tablet device in provide immediate feedback. Main function is, when the learner takes notes or underlines on the same materials, the approximate parts of the materials written on other students’ tablet devices can be visualized by color. The more the number of entries in the same section, the darker the color. In the future, we develop this system and divide the analysis into two primary foci. The first is the analysis of development of self-regulated learning skills. The second focus will be the analysis of learners’ changes in note-taking.

Keywords:

Self-regulated learning, nudge, Computer Supported Collaborative Learning.