Schlagwort: self regulated learning

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[publication] Insights Into Teachers’ Use of Generative AI and the Influence of Contextual Factors on Fostering Self-Regulated Learning in Secondary Education #research #AIinEducation

Our publication titled „Insights Into Teachers’ Use of Generative AI and the Influence of Contextual Factors on Fostering Self-Regulated Learning in Secondary Education“ has now been published.

Abstract:
Self-regulated learning (SRL) is widely regarded as a key 21st-century skill. While SRL is strongly supported in higher education and distance learning contexts, its implementation in everyday secondary school teaching remains limited. At the same time, the growing availability of educational technologies, including generative AI tools, offers new opportunities to foster SRL in classroom settings. Teachers play a central role in this process, as they shape how technologies are used to support students’ autonomous learning. This paper presents first insights from an ongoing mixed-methods study aiming to develop a prototype teacher profile that characterises educators who actively promote SRL through educational technologies. The study combines a quantitative survey (n>380) with a forthcoming qualitative follow-up phase. The results of the quantitative component show that generative AI appears to be used less for personalised learning, with differences across school categories. Contextual factors had a small but significant influence on key competences in self-regulated learning. The overall study contributes to the understanding how digital transformation in education can support the development of SRL and how teachers can be supported during this process.

[publication @ publisher’s homepage]
[draft @ ResearchGate]

Reference: Geier, G., Ebner, M., Burgsteiner, H. (2026). Insights Into Teachers’ Use of Generative AI and the Influence of Contextual Factors on Fostering Self-Regulated Learning in Secondary Education. In: Auer, M.E., Toth, P. (eds) Innovation via Collaborative Learning in Engineering Education. ICL 2025. Lecture Notes in Networks and Systems, vol 1848. Springer, Cham. https://doi.org/10.1007/978-3-032-20381-6_30

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.

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[publication] Development and Evaluation of an AI-Supported Teacher Assistant Tool (AI-TAT) to Foster Self-Regulated Learning #tugraz #AIinEducationa

Our publication titled „Development and Evaluation of an AI-Supported Teacher Assistant Tool (AI-TAT) to Foster Self-Regulated Learning“ has been published.

Abstract:
Self-regulated learning (SRL) is increasingly recognised as a key competence for students, yet many teachers struggle to integrate SRL concepts into concrete classroom materials like worksheets. In this paper, SRLly is presented, an AI-supported teacher assistance tool (AI-TAT) that helps teachers revise existing worksheets to better scaffold SRL processes. Rather than submitting entire documents to a large language model (LLM), SRLly performs local preprocessing of uploaded PDFs to extract text with positional metadata, segments the worksheet into meaningful blocks, and sends only relevant blocks for analysis. Based on this structured representation, the system generates actionable recommendations aligned with four SRL dimensions (planning, strategy, monitoring, reflection). Recommendations are presented in an easy-to-use interface that supports teachers’ workflows by providing short rationales and concrete recommendations with ready-to-use text snippets that can be copied. We conducted an initial evaluation during a teacher professional development training with 30 teachers at an Austrian school (student age range 10–18). Overall perceptions were positive: 76% of participants rated SRLly as good or very good. Likert-scale results indicated high perceived usefulness and feasibility, while trustworthiness ratings were more mixed, highlighting reliability of AI output as a key area for improvement. Our findings suggest that structured, material-centred AI feedback can support teachers in integrating SRL into everyday worksheet design, while underscoring the need for stronger reliability and real-world validation.

[full article @ publisher’s homepage]
[draft @ ResearchGate]

Reference: Geier, G., Ebner, M., Burgsteiner, H. (2026). Development and Evaluation of an AI-Supported Teacher Assistant Tool (AI-TAT) to Foster Self-Regulated Learning. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2026. Lecture Notes in Computer Science, vol 16733. Springer, Cham. https://doi.org/10.1007/978-3-032-30784-2_12

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[publication] Motivation and Self-Regulated Learning in Secondary Schools with Flipped Classrooms: A Systematic Literature Review #edmedia #research

Our publication about „Motivation and Self-Regulated Learning in Secondary Schools with Flipped Classrooms: A Systematic Literature Review“ for this year’s edmedia conference is out.

Abstract:
In recent years, flipped classroom (FC) models have gained traction as an innovative pedagogical approach that promotes active, student-centered learning environments. Although the effectiveness of the FC model has been widely studied in higher education and teacher training contexts, its impact on secondary school students, particularly with regard to motivation and self-regulated learning (SRL), remains understudied. This systematic literature review summarizes findings from 34 studies on FC implementations in secondary education, focusing specifically on strategies that enhance motivation and SRL outcomes. The review reveals that FC approaches can significantly enhance student motivation, particularly among low-achieving and low-confidence learners, by fostering active participation, self-efficacy, and engagement. However, challenges such as technical barriers, an increased workload, and initial resistance underscore the importance of careful design and teacher support. The findings highlight the critical role of teachers as facilitators, content creators, and motivators in successfully implementing FC in secondary schools.

[article @ publisher’s homepage]
[draft @ ResearchGate]

Reference: Urak, K., Brünner, B., Geier, G. & Ebner, M. (2026). Motivation and Self-Regulated Learning in Secondary Schools with Flipped Classrooms: A Systematic Literature Review. In Proceedings of EdMedia 2026 Edinburgh (pp. 1701-1711). Edinburgh, Scotland: Association for the Advancement of Computing in Education (AACE). Retrieved July 1, 2026 from https://www.learntechlib.org/primary/p/2129811/.

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[presentation] Insights into Teachers‘ Use of Generative AI and the Influence of Contextual Factors on Fostering Self-Regulated Learning in Secondary Education #research

Find here our slides from the presentation of our paper, „Insights into Teachers‘ Use of Generative AI and the Influence of Contextual Factors on Fostering Self-Regulated Learning in Secondary Education“ at

Find slides right here.

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[publication] Empowering Self-Regulated Learning Through Technology and the Teacher’s Role – A Systematic Literature Review #research

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education and Self-Regulated Learning.

Our research work titled „Empowering Self-Regulated Learning Through Technology and the Teacher’s Role – A Systematic Literature Review“ is published.

Abstract:
Self-regulated learning (SRL) has been demonstrated in numerous scientific studies as an effective alternative to traditional teaching methods, fostering individual learning processes. The added value of educational technology in supporting SRL has also been widely researched and largely validated. Within this context, the teacher plays a pivotal role. However, much of the existing research has been conducted at universities , while the secondary education level has received comparatively less attention. To gain an overview of the teacher’s influence on students‘ SRL processes, a PRISMA based systematic literature review was conducted. From an initial pool of 553 documents, 27 relevant studies were identified and analyzed. The selected studies were examined to collect data addressing the research questions, focusing on identifying effective teaching methods and essential teacher competencies for fostering SRL in technology-enhanced classrooms. Furthermore, the analysis highlights the evolving role of teachers and underscores the need for additional training to support these changes.

[full article @ publisher’s website]
[draft @ researchgate]

Reference: Geier, G., Ebner, M., Burgsteiner, H. (2025). Empowering Self-Regulated Learning Through Technology and the Teacher’s Role – A Systematic Literature Review. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2025. Lecture Notes in Computer Science, vol 15807. Springer, Cham. https://doi.org/10.1007/978-3-031-93567-1_5