Investigating and fostering self-regulated learning in higher education using interactive ambulatory assessment

Abstract Interactive ambulatory assessment offers a new approach to facilitate self-regulated learning in daily routine. 78 students were randomly assigned to the intervention (IG) and control group (CG). While preparing for a written exam, all the participants answered questions related to their learning behavior presented daily via electronic diaries (Phase 1). While preparing for a second exam (Phase 2), the CG completed the same assessment as in Phase 1, whereas the smartphones of the IG were fitted with intervening features to facilitate metacognitive strategy use. The IG was provided with near real-time feedback concerning their learning strategy use and personalized learning questions. Moreover, the IG completed a technology-based tutorial involving cognitive strategies before the beginning of Phase 2. Multilevel analyses revealed that cognitive and metacognitive strategies, internal resources and effectively used study time were associated with subjective learning success. The interventions promoted metacognitive strategies, internal resource-management strategies and subjective learning success.