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<p>Self-regulated learning (SRL) is an approach to learning which aims to improve learners' learning outcomes. In the SRL cycle, the quality of students' reflections is a critical factor in SRL performance that can improve learning outcomes. The feedback provided by teachers often has a significant impact on the quality of students' reflections. However, research has shown that teachers are often confronted with many students and so are unable to give individual feedback. To address this problem, this study proposed chatbot-assisted SRL, which provides personal and immediate feedback during the SRL process to promote the quality of students' reflection. This study applied this approach in the "Website Design" unit of an Introduction to Multimedia course. Two classes of second-year university students were the participants. One class with 23 students was the experimental group using the chatbot-assisted SRL mode, whereas the other class with 24 students was the control group using the conventional SRL mode. The experiment results showed that the proposed approach improved the students' performance, motivation, SRL, reflection, and meta-cognition tendency more than the conventional SRL approach.</p>

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Technology-based interactive guidance to promote learning performance and self-regulation: a chatbot-assisted self-regulated learning approach

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年2月24日

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  • Yen-Fen Lee,
  • Gwo-Jen Hwang,
  • Pei-Ying Chen

摘要

Self-regulated learning (SRL) is an approach to learning which aims to improve learners' learning outcomes. In the SRL cycle, the quality of students' reflections is a critical factor in SRL performance that can improve learning outcomes. The feedback provided by teachers often has a significant impact on the quality of students' reflections. However, research has shown that teachers are often confronted with many students and so are unable to give individual feedback. To address this problem, this study proposed chatbot-assisted SRL, which provides personal and immediate feedback during the SRL process to promote the quality of students' reflection. This study applied this approach in the "Website Design" unit of an Introduction to Multimedia course. Two classes of second-year university students were the participants. One class with 23 students was the experimental group using the chatbot-assisted SRL mode, whereas the other class with 24 students was the control group using the conventional SRL mode. The experiment results showed that the proposed approach improved the students' performance, motivation, SRL, reflection, and meta-cognition tendency more than the conventional SRL approach.