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Investigating effects of perceived technology-enhanced environment on self-regulated learning

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Abstract

This study examined the effects of a technology-enhanced intervention on the self-regulation of 262 eighth-grade students, employing information and communication technology (ICT) and web-based self-assessment tools set against science learning. The data were analyzed using Bayesian structural equation modeling to unravel the intricate relationships between self-regulation, self-efficacy, perceptions of ICT, and self-assessment tools. Our research findings underscored the direct and indirect impacts of self-efficacy, perceived ease of use, and perceived use of technology on self-regulation. The results revealed the predictive power of self-assessment tools in determining self-regulation outcomes, underlining the potential of technology-enhanced self-regulated learning environments. The study posited the necessity to transcend mere technology incorporation and to emphasize the inclusion of monitoring strategies explicitly designed to augment self-regulation. Interestingly, self-efficacy appeared to indirectly influence self-regulation outcomes through perceived the use of technology rather than direct influence. Analytically, this research indicated that Bayesian estimation could offer a more comprehensive insight into structural equation modeling by assessing the estimates’ uncertainty. This research substantially contributes to comprehending the influence of technology-enhanced environments on students’ self-regulated learning, stressing the importance of constructing practical tools explicitly designed to cultivate self-regulation.

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Data availability

The datasets used and analyzed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

We gratefully acknowledge the participants that assisted with the data collection. This study would not have been possible without their involvement.

Funding

This work was financially supported by the National Science Council of Taiwan under contracts the MOST 111-2410-H-003-032-MY3, NSTC 111-2423-H-003-004, MOST 110-2511-H-003-027-MY2 and the “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University (NTNU) from the Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.

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Authors and Affiliations

  1. Graduate Institute of Science Education, National Taiwan Normal University, 88, Section 4, Ting-Jou Rd., Taipei City, 116, Taiwan

    Chi-Jung Sui, Miao-Hsuan Yen & Chun-Yen Chang

  2. Department of Earth Sciences, National Taiwan Normal University, 88, Section 4, Ting-Jou Rd., Taipei City, 116, Taiwan

    Chun-Yen Chang

  3. Science Education Center, National Taiwan Normal University, 88, Section 4, Ting-Jou Rd., Taipei City, 116, Taiwan

    Chun-Yen Chang

  4. Department of Biology, Universitas Negeri Malang, Jl. Cakrawala No.5, Sumbersari, Kec. Lowokwaru, Malang City, 65145, Indonesia

    Chun-Yen Chang

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  1. Chi-Jung Sui
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Contributions

Chi-Jung Sui: conceptualization, investigation, methodology, data curation, validation, formal analysis, and writing—original draft. Miao-Hsuan Yen: conceptualization, methodology, supervision, resources, and writing—editing and review. Chun-Yen Chang: conceptualization, methodology, supervision, resources, and writing—editing and review, acting as a correspondent. All authors have read and agreed to the published version of the manuscript.

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Sui, CJ., Yen, MH. & Chang, CY. Investigating effects of perceived technology-enhanced environment on self-regulated learning. Educ Inf Technol 29, 161–183 (2024). https://doi.org/10.1007/s10639-023-12270-x

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