The research on the self-regulation strategies support for virtual interaction

Yi Lin, Shunbo Wang, Yangfan Lan

Abstract: For students, self-regulated learning ability is a basic requirement when learning in a virtual environment. However, there is a lack of research on self-regulated learning for virtual interaction. To investigate the feasibility and effectiveness of supporting self-regulation strategies in virtual environment, four scaffoldings in the form of interactive tools were designed in this study based on self-regulation strategies that are applicable to virtual interaction. In doing so, the study can explore the impacts of these tools on students’ self-directed learning performances and behaviors. Using a between-subjects experimental design, participants were assigned to the control group (common virtual environment) and experimental group (enhanced virtual environment with self-regulated learning interactive tools). Experimental results showed that students who used interactive tools in the enhanced virtual environment had better self-directed learning performances compared to those who experienced learning in the common virtual environment, and this result were of medium to high practical significance (Cohen’s d = 0.79). Meanwhile, there was a correspondence between students’ self-report of self-regulatory ability and self-regulatory behaviors presented in the virtual environment. Students who tended to use the tool of Learning Task Progress Tree that support goal-setting and planning strategy perform well in time management, while those who frequently use the tool of Panoramic Video Evaluation that support self-evaluation strategy had stronger self-assessment abilities. In addition, self-regulated learning interactive tools have a relative acceptable usability. Relevant suggestions were summarized through the analysis of the experimental findings meant to provide references for the design of interactive tools for self-regulated learning in a virtual environment.