Abstract
Despite the increasing use of the self-regulated learning process in the smart learning environment, understanding the concepts from a theoretical perspective and empirical evidence are limited. This study used a systematic review to explore models, design tools, support approaches, and empirical research on the self-regulated learning process in the smart learning environment. This review revealed that there is an increasing body of literature from 2012 to 2020. The analysis shows that self-regulated learning is a critical factor influencing a smart learning environment’s learning process. The self-regulated learning components, including motivation, cognitive, metacognitive, self-efficiency, and metacognitive components, are most cited in the literature. Furthermore, self-regulated strategies such as goal setting, helping-seeking, time management, and self-evaluation have been founded to be frequently supported in the literature. Besides, limited theoretical models are designed to support the self-regulated learning process in a smart learning environment. Furthermore, most evaluations of the self-regulated learning process in smart learning environment are quantitative methods with limited mixed methods. The design tools such as visualization, learning agent, social comparison, and recommendation are frequently used to motivate students’ learning engagement and performance. Finally, the paper presents our conclusion and future directions supporting the self-regulated learning process in the smart learning environment.
Highlights
A smart learning environment is an emerging learning environment that integrates learning objects using smart and mobile technologies to provide smart learning processes for active learning experiences (Muthupoltotage & Gardner, 2017; Zhu et al, 2016)
The findings show that usability and usefulness are most frequently used to evaluate the self-regulated learning process in a smart learning environment
This study revealed that self-regulated learning (SRL) research in a smart learning environment had evolved increasingly, as demonstrated by the fact that papers were reviewed between 2012 and 2020
Summary
A smart learning environment is an emerging learning environment that integrates learning objects using smart and mobile technologies to provide smart learning processes for active learning experiences (Muthupoltotage & Gardner, 2017; Zhu et al, 2016). Self-regulated learning is a self-thought, plan, and action cyclically used to achieve a learning goal (John et al, 2015; Zimmerman, 2002) It has been identified as one of the critical factors affecting students’ success in a learning process (Dabbagh & Kitsantas, 2004). Research works have shown that a smart learning environment can support students’ SRL process (Pérez-Álvarez et al, 2018; Singh & Miah, 2020). Cognitive ability refers to conscious mental activities and include thinking, reasoning, understanding, learning, and remembering (Verbert et al, 2014); the metacognitive is the ability to become aware of ones’ awareness or the processes used to plan, monitor, and assess one’s understanding and performance; and while the motivation is a perception of being self-competent, efficacious and autonomous (Gambo & Shakir, 2021; John et al, 2015; Zimmerman, 2015). The SRL strategies such as “self-efficacy, goal setting, time management, task strategy, and learning strategies and self-evaluation” are useful among literature in studying the SRL process (Pérez-Álvarez et al, 2018)
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