Designing a Digital Learning Environment to Support Self-Regulated Learning
TL;DR
The results show that design features promoting autonomy, such as modularity, variety of methods, and self-assessment, were rated most positively, but limitations emerged in terms of underutilized support features, limited collaborative elements, and technical usability issues.
Abstract
Self-regulated learning (SRL) is considered a key competence in higher education, particularly for pre-service teachers who must manage their own learning and encourage it in their future classrooms. This study presents the development and evaluation of an interactive digital learning environment that focuses on the first group of elements in the periodic table and is contextualized through the topic of energy storage. Designed for pre-service chemistry teachers, the environment integrates real-world relevance, modular content, various teaching methods, self-assessment tools, and a central task that encourages synthesizing and applying knowledge. Based on established frameworks that support SRL, it balances learner autonomy with structured guidance. The study addresses two key questions: How do learners perceive the design criteria? How do advanced students evaluate the environment’s SRL potential? The results show that design features promoting autonomy, such as modularity, variety of methods, and self-assessment, were rated most positively. However, limitations emerged in terms of underutilized support features, limited collaborative elements, and technical usability issues. Master’s student feedback confirmed the environment’s relevance for SRL development while highlighting areas for improvement, such as increased task variety and interaction. Overall, the study demonstrates the potential of well-designed digital environments to foster SRL in chemistry higher education and offers concrete recommendations for future development.