Abstract
In all the projects centered on the promotion of self-regulation, self-regulation strategies and learning strategies are taught, to enable the students to use them in order to improve their learning and self-regulatory skills. When the students use these strategies, they choose the tools that they want to use to implement the strategies, pen and paper in many cases, and generic software tools in other cases, as the range of specialized tools is very poor or they do not enable the implementation of the strategies more efficiently than the generic ones. The requirements of the support for self-regulated learning provided by a software tool are not clear. The goal of this paper is, on the one hand, to define the design criteria for tools intended to support self-regulated learning, based on the study of self-regulated learning theory and strategies, and on the other hand to discuss the evaluation of tools' capabilities for supporting self-regulated learning.
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