Adaptive Practicing Design to Facilitate Self-Regulated Learning
Online higher education provides exceptional flexibility in learning but demands high self-regulated learning skills. The deficiency of self-regulated learning skills in many students highlights the need for support. This study introduces a confidence-based adaptive practicing system as an intellig...
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| Format: | Article |
| Language: | English |
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The Canadian Network for Innovation in Education (CNIE)
2025-04-01
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| Series: | Canadian Journal of Learning and Technology |
| Subjects: | |
| Online Access: | https://cjlt.ca/index.php/cjlt/article/view/28768 |
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| _version_ | 1849734501666652160 |
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| author | Hongxin Yan Fuhua Lin Kinshuk |
| author_facet | Hongxin Yan Fuhua Lin Kinshuk |
| author_sort | Hongxin Yan |
| collection | DOAJ |
| description |
Online higher education provides exceptional flexibility in learning but demands high self-regulated learning skills. The deficiency of self-regulated learning skills in many students highlights the need for support. This study introduces a confidence-based adaptive practicing system as an intelligent assessment and tutoring solution to enhance self-regulated learning in STEM disciplines. Unlike conventional intelligent tutoring systems that depend entirely on machine control, confidence-based adaptive practicing integrates learner confidence and control options into the AI-based adaptive mechanism to improve learning autonomy and model efficiency, establishing an AI-learner shared control approach. Based on Vygotsky’s zone of proximal development (ZPD) concept, an innovative knowledge-tracing framework and model called ZPD-KT was designed and implemented in the confidence-based adaptive practicing system. To evaluate the effectiveness of the ZPD-KT model, a simulation of confidence-based adaptive practicing was conducted. Findings showed that ZPD-KT significantly improves the accuracy of knowledge tracing compared to the traditional Bayesian knowledge-tracing model. Also, interviews with experts in the field underlined the potential of the confidence-based adaptive practicing system in facilitating self-regulated learning and the interpretability of the ZPD-KT model. This study also sheds light on a new way of keeping humans apprised of adaptive learning implementation.
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| format | Article |
| id | doaj-art-aff36e23da0a408da5f604c3a56e75f2 |
| institution | DOAJ |
| issn | 1499-6677 1499-6685 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | The Canadian Network for Innovation in Education (CNIE) |
| record_format | Article |
| series | Canadian Journal of Learning and Technology |
| spelling | doaj-art-aff36e23da0a408da5f604c3a56e75f22025-08-20T03:07:46ZengThe Canadian Network for Innovation in Education (CNIE)Canadian Journal of Learning and Technology1499-66771499-66852025-04-0150310.21432/cjlt28768Adaptive Practicing Design to Facilitate Self-Regulated LearningHongxin Yan0Fuhua Lin1Kinshuk2University of Eastern FinlandAthabasca UniversityUniversity of North Texas Online higher education provides exceptional flexibility in learning but demands high self-regulated learning skills. The deficiency of self-regulated learning skills in many students highlights the need for support. This study introduces a confidence-based adaptive practicing system as an intelligent assessment and tutoring solution to enhance self-regulated learning in STEM disciplines. Unlike conventional intelligent tutoring systems that depend entirely on machine control, confidence-based adaptive practicing integrates learner confidence and control options into the AI-based adaptive mechanism to improve learning autonomy and model efficiency, establishing an AI-learner shared control approach. Based on Vygotsky’s zone of proximal development (ZPD) concept, an innovative knowledge-tracing framework and model called ZPD-KT was designed and implemented in the confidence-based adaptive practicing system. To evaluate the effectiveness of the ZPD-KT model, a simulation of confidence-based adaptive practicing was conducted. Findings showed that ZPD-KT significantly improves the accuracy of knowledge tracing compared to the traditional Bayesian knowledge-tracing model. Also, interviews with experts in the field underlined the potential of the confidence-based adaptive practicing system in facilitating self-regulated learning and the interpretability of the ZPD-KT model. This study also sheds light on a new way of keeping humans apprised of adaptive learning implementation. https://cjlt.ca/index.php/cjlt/article/view/28768adaptive practicingconfidence-based assessmentknowledge tracingquestion sequencingself-regulated learningwheel-spinning |
| spellingShingle | Hongxin Yan Fuhua Lin Kinshuk Adaptive Practicing Design to Facilitate Self-Regulated Learning Canadian Journal of Learning and Technology adaptive practicing confidence-based assessment knowledge tracing question sequencing self-regulated learning wheel-spinning |
| title | Adaptive Practicing Design to Facilitate Self-Regulated Learning |
| title_full | Adaptive Practicing Design to Facilitate Self-Regulated Learning |
| title_fullStr | Adaptive Practicing Design to Facilitate Self-Regulated Learning |
| title_full_unstemmed | Adaptive Practicing Design to Facilitate Self-Regulated Learning |
| title_short | Adaptive Practicing Design to Facilitate Self-Regulated Learning |
| title_sort | adaptive practicing design to facilitate self regulated learning |
| topic | adaptive practicing confidence-based assessment knowledge tracing question sequencing self-regulated learning wheel-spinning |
| url | https://cjlt.ca/index.php/cjlt/article/view/28768 |
| work_keys_str_mv | AT hongxinyan adaptivepracticingdesigntofacilitateselfregulatedlearning AT fuhualin adaptivepracticingdesigntofacilitateselfregulatedlearning AT kinshuk adaptivepracticingdesigntofacilitateselfregulatedlearning |