Role of Theory in Analysing the dynamic of Self-regulated Learning process based on students’ event logs data: A scoping review
Students' capability to metacognitively regulate themselves—cognitively or behaviourally—in their learning plays a pivotal role in determining their academic performance. The dynamic aspect of Self-Regulated Learning (SRL) will be
Students' capability to metacognitively regulate themselves—cognitively or behaviourally—in their learning plays a pivotal role in determining their academic performance. The dynamic aspect of Self-Regulated Learning (SRL) will be challenging to capture if it relies on perceptual data obtained from students through questionnaires and interviews and only at specific points in time. One potential alternative is to use an approach that captures student activity data in real-time throughout the learning period. Given the context-sensitivity involved in measuring SRL via event data, a solid theoretical foundation is essential in analysing patterns of SRL behaviour using event log data. This scoping review paper aims to identify and map how the empirical studies in this area consider SRL theory or models, not only when interpreting analytical results but also when designing instruction and interpreting SRL indicators from raw data. A thorough literature search was performed on various online databases, including Scopus, IEEExplorer, ProQuest, and Web of Science, to identify relevant studies. Following the PRISMA scoping review (PRISMA-ScR) as a protocol for the review, 39 studies published between 2012 and 2023 were included. This study found limited studies incorporating SRL theory in every analysis stage, from designing instruction to preprocessing event data and interpreting analytical models. This study also highlighted the importance of including contextual and theoretical factors when assessing self-regulatory behavioural patterns.