2026/01/21 by Jacqueline Wong, Mohammad Khalil, Vsevolod Suschevskiy +3 · 1 voice
Computer Science · Psychology · Social Sciences · #Innovative Teaching Methods #Innovative Teaching and Learning Methods #Mobile Learning in Education
paper · pdf · doi:10.1007/s11423-026-10586-2
openalex publication_date 2026/01/21 · openalex created_date 2026/01/23 · openalex updated_date 2026/07/29
Engaging in independent learning during self-study time is an essential part of learning in higher education. The ubiquity of mobile devices and their applications offer students a flexible, on-the-go learning experience. However, flexible learning environments require students to self-regulate their learning. The current study examined student engagement with a mobile study app intended for students to engage in retrieval practice with feedback as part of self-regulated learning (SRL). Three research questions were addressed: (1) What are the student engagement profiles that can be identified based on students' activity with the study app? (2) Do the profiles differ in SRL and academic performance? and (3) What is the relationship between the identified student profiles, SRL, and academic performance? Through a learning analytics approach, results identified three distinct student profiles: active, disengaged, and utilitarian. Self-efficacy and time-management positively predicted exam grades, while self-evaluation showed an inverse effect. Active engagement positively influenced exam grades, underscoring individual differences in SRL.