Promoting Self-Regulated Learning in Soft Skills Education Through Video-Based Prompting in Blended Learning Environments

Abstract

Self-regulated learning (SRL) is vital for student success, yet many learners lack effective strategies in blended, technology-mediated contexts. This study examined the impact of video-based prompting interventions on SRL skills and knowledge gains using a quasi-experimental design with 215 undergraduates. Control and experimental groups received structured prompt videos embedded in an Art of Persuasion course aligned with the Conditions, Operations, Products, Evaluations, and Standards model. Results showed significant differences in posttest knowledge scores [F(3,210) = 6.552, p < .001]. Notably, only one experimental group (part-time students with lower entrance scores) demonstrated improvements across four SRL domains: goal setting, task strategies, time management, and self-evaluation. The other experimental group showed no gains despite identical interventions. Findings indicate that video-based prompting can strengthen SRL and learning outcomes, but effectiveness varies by learner characteristics and instructional context, highlighting the need for adaptive SRL support in blended learning.