ORCID

  • Katarina Sergi: https://orcid.org/0000-0003-3777-0327
  • Anastasia Elder: https://orcid.org/0000-0002-9274-1572
  • Tianlan Wei: https://orcid.org/0000-0002-8270-5287
  • Kristin Javorsky: https://orcid.org/0000-0001-6328-1442
  • Jianzhong Xu: https://orcid.org/0000-0002-0269-4590

MSU Affiliation

Social Science Research Center; Judy and Bobby Shackouls Honors College; College of Education; Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations; Department of Teacher Education and Leadership

Creation Date

2025-07-02

Abstract

Self-regulated learning (SRL) and metacognitive processes are important in education because they contribute to effective learning and improved academic performance. Metacognitive SRL may be facilitated by the implementation of computer technology. This qualitative study examined the presence and use of metacognitive SLR processes among elementary school students as they completed computer- and paper-based reading assignments. Students in two after-school programs were recruited from a public school district in a southeastern region of the United States (U.S.). The participants consisted of 52 elementary students in Grades 2-5. Students participated in two, counterbalanced, conditions that involved computer- and a paper-based reading assignments. Observations and semi-structured interviews were conducted. The results indicated that students were more likely to apply metacognitive SRL skills when reading on paper than reading on a computer. Overall, students showed signs of planning more in the paper than in the computer condition but student behaviors and responses differed between grades. Monitoring practices appeared in both the computer- and the paper-based reading assignment, with monitoring connected with background knowledge in Grades 2 and 3 but reading content in Grades 4 and 5. Control processes such as retrying and representing graphically were more common in the computer- than in the paper-based reading across all grades. Students used their score in a reading assignment as an evaluation tool to assess performance in the computer- and paper-based reading condition. These findings suggest that the utilization of prior information, integration of multimedia and verbal signals, and comfort level with the reading medium all influenced students' SRL decision-making.

Publication Date

10-1-2023

Publication Title

International Electronic Journal of Elementary Education

Publisher

KURA Education & Publishing

First Page

1

Last Page

16

DOI

https://doi.org/10.26822/iejee.2023.310

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