Students’ Enactment of Self-Regulated Learning: How does Prior Knowledge Contribute to Learning Traces?
Lämsä, Joni; Järvelä, Sanna
International society of the learning sciences
Lämsä, J. & Järvelä, S. (2025). Students’ Enactment of Self-Regulated Llearning: How Does Prior Knowledge Contribute to Learning Traces?. In Rajala, A., Cortez, A., Hofmann, R., Jornet, A., Lotz-Sisitka, H., & Markauskaite, L. (Eds.), Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025 (pp. 2668-2670). International Society of the Learning Sciences. https://doi.org/10.22318/icls2025.104120
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© ISLS
https://rightsstatements.org/vocab/InC/1.0/
© ISLS
https://rightsstatements.org/vocab/InC/1.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202507025049
https://urn.fi/URN:NBN:fi:oulu-202507025049
Tiivistelmä
Abstract
The use of digital trace data has enhanced the measurement of self-regulated learning (SRL). However, these learning traces without information about students’ internal conditions (e.g., prior domain knowledge) are not sufficient to understand how SRL manifests as a strategic activity. This study investigates how secondary education students’ (N = 75) SRL processes differ depending on their prior knowledge on the given source materials while writing from multiple source texts. We used AI to label a set of cognitive and metacognitive processes (e.g., writing, reading, orientation, monitoring) from the trace data and coupled these insights with students’ prior domain knowledge test items to label whether a student had high or low prior knowledge of the different source materials. When students engaged with source materials they had high prior knowledge of, they more frequently enacted metacognitive processes together with cognitive ones. We discuss how considering students' internal conditions can enhance the understanding and support of SRL as a strategic activity through human-AI collaboration.
The use of digital trace data has enhanced the measurement of self-regulated learning (SRL). However, these learning traces without information about students’ internal conditions (e.g., prior domain knowledge) are not sufficient to understand how SRL manifests as a strategic activity. This study investigates how secondary education students’ (N = 75) SRL processes differ depending on their prior knowledge on the given source materials while writing from multiple source texts. We used AI to label a set of cognitive and metacognitive processes (e.g., writing, reading, orientation, monitoring) from the trace data and coupled these insights with students’ prior domain knowledge test items to label whether a student had high or low prior knowledge of the different source materials. When students engaged with source materials they had high prior knowledge of, they more frequently enacted metacognitive processes together with cognitive ones. We discuss how considering students' internal conditions can enhance the understanding and support of SRL as a strategic activity through human-AI collaboration.
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