Page 15 - International Perspectives on Effective Teaching and Learning in Digital Education

Psychological Factors and Mechanisms of Digital Learning

However, it is important for researchers and practitioners to know how to
improve learning in digital environments. Braad and colleagues () focus
their research on the importance of metacognitive support in SRL and inves-
tigated a detached approach in which digital metacognitive support is pro-
vided in parallel to ongoing domain-specific training via a digital tool. The
results suggest that students should be encouraged to assess and improve
their metacognitive skills, increase their metacognitive knowledge and im-
prove their metacognitive skills. Types of support include direct instruction
on how to use metacognitive strategies effectively, metacognitive scaffolding
(like using virtual characters to guide learners), and metacognitive prompts
that remind students to self-monitor and regulate their learning process. The
results also indicated that, while students with higher metacognition found
a lack of relevance of using the tool, students with lower metacognition are
less likely to make (structural) use of the available support. A key challenge
for future research is thus to adapt metacognitive support to learner needs,
and to provide metacognitive support to those who would benefit from it
the most. Devers et al. (18) emphasize using instructional support to im-
prove SRL and metacognition. This support includes strategies such as direct
teaching of metacognitive processes and providing environments that limit
distractions. They point out that teacher expectations and feedback can sig-
nificantly impact students' ability to self-regulate

Motivation
One of the key factors contributing to the success of digital learning is the
student's motivation. Motivation to learn is a key psychological concept in
education and one of the most important factors determining success in dif-
ferent learning environments, including digital ones, that drives students to
engage in learning (Hartnett, 16; Faridah et al., ; Berestova et al., ).
In digital learning environment, cognitive motivation, which involves moti-
vation for conscious action, plays a crucial role (De Leeuw et al., 19). In addi-
tion, in a digital environment, where learners experience more autonomy and
flexibility, intrinsic motivators such as curiosity, personal achievement, and
self-determination play a key role in their success (Hsu et al., 19). Learners
must often rely on intrinsic motivation because the absence of face-to-face in-
teraction can reduce external motivators, such as direct praise from instructors
or peer pressure. Some studies (e.g. Soffer & Nachmias, 18) reinforce the idea
that well-designed digital learning platforms, with rich interactive content, are
key to engaging learners and fostering intrinsic motivation. Typically, digital
learning is externally regulated, meaning that many students tend to com-

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