Investigating effects of perceived technology-enhanced environment on self-regulated learning

Chi Jung Sui, Miao Hsuan Yen*, Chun Yen Chang*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


This study examined the effects of a technology-enhanced intervention on the self-regulation of 262 eighth-grade students, employing information and communication technology (ICT) and web-based self-assessment tools set against science learning. The data were analyzed using Bayesian structural equation modeling to unravel the intricate relationships between self-regulation, self-efficacy, perceptions of ICT, and self-assessment tools. Our research findings underscored the direct and indirect impacts of self-efficacy, perceived ease of use, and perceived use of technology on self-regulation. The results revealed the predictive power of self-assessment tools in determining self-regulation outcomes, underlining the potential of technology-enhanced self-regulated learning environments. The study posited the necessity to transcend mere technology incorporation and to emphasize the inclusion of monitoring strategies explicitly designed to augment self-regulation. Interestingly, self-efficacy appeared to indirectly influence self-regulation outcomes through perceived the use of technology rather than direct influence. Analytically, this research indicated that Bayesian estimation could offer a more comprehensive insight into structural equation modeling by assessing the estimates’ uncertainty. This research substantially contributes to comprehending the influence of technology-enhanced environments on students’ self-regulated learning, stressing the importance of constructing practical tools explicitly designed to cultivate self-regulation.

Original languageEnglish
Pages (from-to)161-183
Number of pages23
JournalEducation and Information Technologies
Issue number1
Publication statusPublished - 2024 Jan


  • Bayesian structural equation modeling
  • Self-efficacy
  • Self-regulation
  • Technology-enhanced environment

ASJC Scopus subject areas

  • Education
  • Library and Information Sciences


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