Page 13 - International Perspectives on Effective Teaching and Learning in Digital Education

Psychological Factors and Mechanisms of Digital Learning

the effectiveness of these models depends on the students' developmental
stages or educational levels. Thus, researchers and educators must take these
differences into account when utilizing SRL models and theories to enhance
students' learning outcomes and self-regulation abilities.
However, findings from studies involving higher education students and
workplace trainees (Sitzmann & Ely, 11) indicate that the four strongest
predictors – goal setting, persistence, effort, and self-efficacy – hold consider-
able motivational significance and are all encompassed within socio-cogni-
tive theory. These findings are consistent with those of Richardson and col-
leagues (1), who identified that (a) self-efficacy is the strongest predictor,
(b) goal-setting strategies enhance effort regulation, and (c) comprehensive
interventions tend to be more effective. Consequently, it appears that inter-
ventions targeting motivational and emotional aspects, such as self-efficacy
and goal setting, tend to yield better outcomes for higher education students.
The article by Zeitlhofer et al. (3) provides practical advice on enhancing
learning performance in digital learning environments through the strategic
use of prompts. One key recommendation is to incorporate cognitive prompts
that encourage learners to focus on important information, identify relation-
ships, and organize content, thus improving comprehension and retention
of knowledge. The authors also suggest the use of metacognitive prompts to
foster self-reflection, planning, and monitoring of the learning process, guid-
ing learners in evaluating their understanding and adapting their strategies
accordingly. It is important to balance the frequency of prompts; they should
be provided at appropriate intervals to support learning without causing in-
terruptions. Too frequent prompts can overwhelm learners, while too sparse
prompts may not offer sufficient support. Additionally, prompts should be
customized based on individual learner needs, optimizing their effectiveness
by catering to learners at various stages of their learning journey. Lastly, the
authors (Zeitlhofer et al., 3) advise using interactive digital tools that allow
for engagement with prompts. These tools can track progress and provide
adaptive feedback, further enhancing the learning process in digital environ-
ments. In summary, the article emphasizes that cognitive and metacognitive
prompts, when strategically implemented, can significantly improve learning
outcomes in digital settings.

Metacognition
Metacognition encompasses the processes through which individuals assess
their own understanding and adapt their learning strategies accordingly, im-
proving problem-solving and decision-making. Metacognition is defined as

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