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This work has been financed by the " Mejora del aprendizaje autorregulado al emplear de estrategias metacogniti-vas a traves de una herramienta digital: analisisy comparativa de resultados" [Improving self-regulated learning by employing metacognitive strategies through a digital tool: analysis and comparison of results] Re-search Project with reference JT-2022-03 granted in the UNIR Young Talents R&D Projects 2022 of the International University of La Rioja (UNIR) .

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I MPACT OF A D IGITAL T OOL TO I MPROVE M ETACOGNITIVE S TRATEGIES FOR S ELF-R EGULATION D URING T EXT R EADING IN O NLINE T EACHER E DUCATION

Publicated to:Journal Of Information Technology Education: Innovations In Practice. 23 7- - 2024-01-01 23(), DOI: 10.28945/5305

Authors: Ortega-Ruiperez, Beatriz; Pereles, Ana; Lazaro, Miguel

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Abstract

Aim/Purpose The aim of the study is to test whether the perception of self -regulated learning during text reading in online teacher education is improved by using a digital tool for the use of metacognitive strategies for planning, monitoring, and selfassessment. Background The use of self -regulated learning is important in reading skills, and for students to develop self -regulated learning, their teachers must master it. Therefore, teaching strategies for self -regulated learning in teacher education is essential. Methodology The sample size was 252 participants with the tool used by 42% or the participants. A quasi -experimental design was used in a pre -post study. ARATEX -R, a text -based scale, was used to evaluate self -regulated learning. The 5 -point Likert scale includes the evaluation of five dimensions: planning strategies, cognition management, motivation management, comprehension assessment and context management. A Generalized Linear Model was used to analyse the results. Contribution Using the tool to self -regulate learning has led to an improvement during text reading, especially in the dimensions of motivation management, planning management and comprehension assessment, key dimensions for text comprehension and learning. Findings Participants who use the app perceive greater improvement, especially in the di- mensions of motivation management (22,3%), planning management (19.9%) and comprehension assessment (24,6%), which are fundamental dimensions for self -regulation in text reading. Recommendations for Practitioners Recommendations for Researchers This tool should be included in teacher training to enable reflection during the reading of texts, because it helps to improve three key types of strategies in self - regulation: (1) planning through planning management, (2) monitoring through motivation management and comprehension assessment, and (3) self -assess- ment through comprehension assessment. The success of the tool suggests further study for its application in other use cases: other student profiles in higher education, other teaching modalities, and other educational stages. These studies will help to identify adaptations that will extend the tool's use in education. Impact on Society The use of Metadig facilitates reflection during the reading of texts in order to improve comprehension and thus self -regulate the learning of content. This re- flection is crucial for students' knowledge construction. Future Research Future research will focus on enhancing the digital tool by adding features to support the development of cognition and context management. It will also fo- cus on how on adapting the tool to help other types of learners.

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