Creative Task Cards for Reflection, Self-Efficiency and Self-Regulation in CS1 Introductory Programming: Initial Insights

Self-Regulation, Scaffolding, and the Illusion of Improvement: A Quasi-Experimental Evaluation of an LLM-Based Programming Help Tool

This study intentionally delayed the introduction of an LMS-integrated LLM tool, CodeHelp, until after early-semester assessments and substantial measures of student effort had already been collected, suggesting that engagement with LLM-based tools reflects underlying self-regulatory behaviors and that the tool functions as a form of technological scaffolding primarily activated by already-engaged learners.

From criteria to self-regulation: Rubrics guiding pre-class preparation in a higher education Flipped Classroom

How Undergraduate and Graduate Students Self-Regulate GenAI Use in Project-Based Learning: Choosing, Creating, Filtering, and Stopping Strategies

Examining a four-process GenAI cycle reveals two distinct metacognitive regulation styles: Exploratory-Simplification and Systematic-Methodical, which show that students use combinations of strategies across the AI-SRL cycle.

Balancing Gamification and Self-Regulated Learning in a User-Centered Analytics Dashboard for LMS Platforms

Students in higher education often face challenges related to motivation, self-regulation, and engagement. This article presents TIRIA, a user-centered learning analytics dashboard designed for Moodle and adaptable to other Learning Management Systems (LMSs), and reports a formative evaluation of its high-fidelity prototype. The design followed a Design Thinking methodology informed by a targeted literature review, interviews with 10 instructors and 9 students, and iterative prototyping. TIRIA integrates visual analytics, personalized feedback, and a gamification layer (points, badges, goal-setting, and a virtual assistant), aligned with Self-Regulated Learning (SRL) theory and interpreted through Self-Determination Theory (SDT). Because the evaluation used a Figma prototype populated with mock data rather than a deployed integration, the study reports perceptions rather than learning outcomes. Six undergraduate students completed think-aloud sessions, a semi-structured interview, and a survey combining the System Usability Scale (SUS), a Technology Acceptance Model (TAM) measure, and two five-item measures adapted from learning analytics quality indicators and from gamification research. Participants rated usability highly (SUS = 93.75, PEOU = 4.75) and consistently valued organizational features, while responses to the gamification layer were markedly polarized (individual means ranging from 1.2 to 5.0). The article contributes a documented design case mapping features to SRL phases and SDT constructs, formative evidence supporting an opt-in approach to gamification, and implementation considerations covering privacy and Moodle integration. Findings are exploratory and require confirmation through deployment in an authentic learning environment.

The Role of Problem Based Learning in Improving Self-Efficacy, Self-Regulation, and Algebraic Problem-Solving Ability: Evidence from Secondary School Students in Makassar

This inquiry investigated how Problem-Based Learning (PBL) impacts students' algebraic problem-solving skills, self-regulation, and self-efficacy. Utilizing a quantitative quasi-experimental approach with a pretest-posttest control group design, the study involved 53 eighth-graders Bajiminasa Junior High School in Makassar City, Indonesia. The subjects were divided into an experimental cohort taught via PBL and a control cohort under conventional methods. Data gathering relied on three highly reliable instruments: the Self-Efficacy Questionnaire (SEQ, α = 0.85), Self-Regulation Questionnaire (SRQ, α = 0.88), and Algebraic Problem-Solving Test (APST, α = 0.92). Analytical methods comprised descriptive statistics, independent and paired-samples t-tests, normalized gain (N-gain), and Cohen's d. Initial findings showed no meaningful baseline differences between the groups (p > 0.05). Post-intervention, however, the PBL group substantially outpaced the control group (p < 0.01), achieved a higher normalized gain (0.59, moderate-to-high) than the control group (0.35, moderate), and a substantial effect size (Cohen's d = 1.32). Consequently, PBL proves to be an effective pedagogical tool for bolstering these academic outcomes. Mathematics educators are encouraged to adopt PBL, while future researchers should expand the sample size and diversity to ensure broader generalizability.

Confidence in the Classroom: How Self-Efficacy Shapes the Independent Character of Senior High School Students in Science Learning Activities

Indonesian education policy now names independence as part of the graduate profile, yet how students actually become independent during ordinary science lessons has rarely been examined up close. This study describes how self-efficacy shapes the independent character of eleventh-grade students during science learning activities at a state senior high school in Pacitan Regency. Using a qualitative case study, data were gathered from ten purposively selected students with contrasting self-efficacy tendencies and one science teacher through in-depth interviews, classroom observation, and document review, then analyzed thematically following Miles and Huberman with technique and source triangulation, member checking, thick description, and an audit trail. Independent character appeared in four connected aspects, namely responsibility, initiative, adaptability, and self-reflection, all observable in group discussion, presentation, and written tasks rather than laboratory work. Students with stronger self-efficacy showed a fuller and steadier pattern, while several students with weaker self-efficacy began to grow after small successes and encouragement. Among the four sources of self-efficacy, mastery experience mattered most, verbal persuasion and vicarious experience reinforced it, and emotional states mainly acted as a manageable obstacle. The central finding is that self-efficacy does not create independence directly but works through a process of choosing to try, investing effort, persisting, and recovering from failure, with peer support and a reciprocal link between belief and action standing out as notable patterns. Teachers can nurture independence by designing graded tasks that let every student experience success, giving specific and timely encouragement, and using peer learning, without depending on laboratory facilities.