Metacognitive regulation as a factor influencing the effectiveness of learning through digital educational technologies
DOI:
https://doi.org/10.33910/2686-9527-2023-5-4-519-535Keywords:
metacognitive potential, metacognitive regulation, digital educational technologies, learning effectiveness, e-learning, self-regulated learning, systematic literature reviewAbstract
Introduction. The article presents a systematic review of psychological research focusing on metacognitive regulation of learning effectiveness through digital educational technologies (DET). Digital technologies are often used in education. Over the past years, self-regulated learning, i.e., the practice of using digital technologies to manage learning activities, has been gaining momentum. However, the specifics of such regulatory practices are still unclear. The review aims to summarize the empirical data on metacognitive regulation as a factor of effective learning using DET.
Materials and Methods. The main method is a systematic analysis of publications from 2003 to 2023 from the electronic bibliographic databases Google Scholar, PubMed, and E-library. Based on the selection criteria, 27 articles were selected for the final analysis.
Results. Using DET promotes the development of metacognitive regulation. This, in turn, encourages more effective knowledge acquisition and improves academic performance of students. It also increases students’ satisfaction and involvement. The article identifies digital tools for the development of metacognitive regulation in learning. Their effectiveness is supported by empirical data. The development of metacognitive regulation contributes to effective planning, building an individual learning trajectory and more accurate assessment of learning outcomes. However, while the reported study focused on the metacognitive regulation of DET-based learning in higher education establishments, metacognitive regulation as a factor of learning efficiency in primary and secondary schools remains little studied.
Conclusion. Learning with the use of DET enhances metacognitive regulation, encourages the restructuring of metacognitive strategies and offers more options for the interaction between teachers and students. The article discusses the prospects of 1) designing new digital tools for the development of metacognitive regulation of learning and 2) follow-up research on metacognitive regulation of learning at different levels of education.
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