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Self-Regulated Learning Strategies for Nursing Students: A Pilot Randomized Controlled Trial.
Jiwon An1, Juyeon Oh2, Kyongok Park3
1Department of Nursing, Far East University, Gamgok-myeon 27601, Korea.
Summary
Augmented reality (AR) learning, combined with self-regulated learning (SRL) strategies, significantly improved SRL skills in students compared to traditional textbooks. Further research is needed to confirm these findings for innovative educational methods.
Area of Science:
- Educational Technology
- Psychology of Learning
Background:
- Distance learning (DL) is increasingly important, but its impact on students needing strong self-regulated learning (SRL) skills is not well-established.
- Innovative learning methods require investigation to support SRL in DL environments.
Purpose of the Study:
- To compare the effects of augmented reality (AR) versus traditional textbooks on SRL strategies in a distance learning context.
- To evaluate the impact of these methods on perceived learning, knowledge, academic stress, and learning flow.
Main Methods:
- A pilot randomized controlled trial (RCT) involving two groups: AR-based SRL (n=31) and textbook-based SRL (n=31).
- Measurements included perceived learning competency, knowledge, SRL competency, academic stress, and learning flow.
Main Results:
- While no significant interaction effects were found for perceived learning, knowledge, academic stress, or learning flow, specific SRL subdomains showed improvement.
- Significant improvements were observed in environmental structuring, task strategies, time management, help seeking, and self-evaluation within the SRL competency for the AR group.
Conclusions:
- AR-based learning, integrated with SRL strategies, shows promise for enhancing specific self-regulated learning skills in distance education.
- Larger, well-designed RCTs are necessary to validate the effectiveness of innovative methods like AR for SRL in post-COVID-19 educational settings.
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