{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,17]],"date-time":"2025-10-17T20:04:04Z","timestamp":1760731444789,"version":"3.37.3"},"reference-count":57,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2021,2,10]],"date-time":"2021-02-10T00:00:00Z","timestamp":1612915200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2021,2,10]],"date-time":"2021-02-10T00:00:00Z","timestamp":1612915200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"DOI":"10.13039\/501100001659","name":"Deutsche Forschungsgemeinschaft","doi-asserted-by":"publisher","award":["BA 2044\/7-2"],"award-info":[{"award-number":["BA 2044\/7-2"]}],"id":[{"id":"10.13039\/501100001659","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["RPTEL"],"published-print":{"date-parts":[[2021,12]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Students must engage in self-regulated learning in computer-based learning environments; however, many students experience difficulties in doing so. Therefore, this study aims to investigate self-created metacognitive prompts as a means of supporting students in their learning process and improving their learning performance. We conducted an experimental study with a between-subject design. The participants learned with self-created metacognitive prompts (<jats:italic>n<\/jats:italic> = 28) or without prompts (<jats:italic>n<\/jats:italic> = 29) in a hypermedia learning environment for 40 min while thinking aloud. In a second learning session (stability test), all participants learned about a different topic without prompts. The results showed no clear effect of the self-created metacognitive prompts on the learning process and performance. A deeper analysis revealed that students\u2019 prompt utilization had a significant effect on performance in the second learning session. This study contributes to the research investigating how students can be supported in ways that enhance their learning process and performance.<\/jats:p>","DOI":"10.1186\/s41039-021-00148-w","type":"journal-article","created":{"date-parts":[[2021,2,11]],"date-time":"2021-02-11T08:04:45Z","timestamp":1613030685000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":23,"title":["Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?"],"prefix":"10.1186","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1697-9754","authenticated-orcid":false,"given":"Katharina","family":"Engelmann","sequence":"first","affiliation":[]},{"given":"Maria","family":"Bannert","sequence":"additional","affiliation":[]},{"given":"Nadine","family":"Melzner","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2021,2,10]]},"reference":[{"issue":"4","key":"148_CR1","doi-asserted-by":"publisher","first-page":"2393","DOI":"10.1007\/s10639-020-10201-8","volume":"25","author":"L Anthonysamy","year":"2020","unstructured":"Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning. Education and Information Technologies, 25(4), 2393\u20132414. https:\/\/doi.org\/10.1007\/s10639-020-10201-8 .","journal-title":"Education and Information Technologies"},{"key":"148_CR2","unstructured":"Astleitner, H. (1997). Lernen in Informationsnetzen: Theoretische Aspekte und empirische Analysen des Umgangs mit neuen Informationstechnologien auserziehungswissenschaftlicher Perspektive. Lang. Frankfurt\/M."},{"issue":"4","key":"148_CR3","doi-asserted-by":"publisher","first-page":"199","DOI":"10.1207\/s15326985ep4004_2","volume":"40","author":"R Azevedo","year":"2005","unstructured":"Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40(4), 199\u2013209. https:\/\/doi.org\/10.1207\/s15326985ep4004_2 .","journal-title":"Educational Psychologist"},{"key":"148_CR4","doi-asserted-by":"publisher","DOI":"10.1007\/978-1-4419-5546-3","volume-title":"International handbook of metacognition and learning technologies","author":"R Azevedo","year":"2013","unstructured":"Azevedo, R., & Aleven, V. (Eds.). (2013). Springer international handbooks of education. In International handbook of metacognition and learning technologies. New York: Springer. https:\/\/doi.org\/10.1007\/978-1-4419-5546-3 ."},{"issue":"3","key":"148_CR5","doi-asserted-by":"publisher","first-page":"523","DOI":"10.1037\/0022-0663.96.3.523","volume":"96","author":"R Azevedo","year":"2004","unstructured":"Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students\u2019 learning with hypermedia? Journal of Educational Psychology, 96(3), 523\u2013535. https:\/\/doi.org\/10.1037\/0022-0663.96.3.523 .","journal-title":"Journal of Educational Psychology"},{"issue":"1","key":"148_CR6","first-page":"106","volume":"53","author":"R Azevedo","year":"2011","unstructured":"Azevedo, R., Cromley, J. G., Moos, D. C., Greene, J. A., & Winters, F. I. (2011). Adaptive content and process scaffolding: A key to facilitating students\u2019 self-regulated learning with hypermedia. Psychological Test and Assessment Modeling, 53(1), 106\u2013140.","journal-title":"Psychological Test and Assessment Modeling"},{"issue":"4","key":"148_CR7","doi-asserted-by":"publisher","first-page":"210","DOI":"10.1080\/00461520.2010.515934","volume":"45","author":"R Azevedo","year":"2010","unstructured":"Azevedo, R., Moos, D. C., Johnson, A. M. M. Y., & Chauncey, A. D. (2010). Measuring cognitive and metacognitive regulatory processes during hypermedia learning: Issues and challenges. Educational Psychologist, 45(4), 210\u2013223. https:\/\/doi.org\/10.1080\/00461520.2010.515934 .","journal-title":"Educational Psychologist"},{"key":"148_CR8","unstructured":"Azevedo, R., Taub, M., & Mudrick, N. (2018). Understanding and reasoning about real-time cognitive, affective, and metacognitive processes to foster self-regulation with advanced learning technologies. In D. H. Schunk, & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance, (2nd ed., pp. 254\u2013270). Routledge."},{"key":"148_CR9","volume-title":"Metakognition beim Lernen mit Hypermedien: Erfassung, Beschreibung und Vermittlung wirksamer metakognitiver Strategien und Regulationsaktivit\u00e4ten","author":"M Bannert","year":"2007","unstructured":"Bannert, M. (2007). Metakognition beim Lernen mit Hypermedien: Erfassung, Beschreibung und Vermittlung wirksamer metakognitiver Strategien und Regulationsaktivit\u00e4tenZugl.: Koblenz, Univ., Habil.-Schr., 2004 P\u00e4dagogische Psychologie und Entwicklungspsychologie: Vol. 61. Waxmann. http:\/\/deposit.d-nb.de\/cgi-bin\/dokserv?id=2993278&prov=M&dok_var=1&dok_ext=htm."},{"issue":"2","key":"148_CR10","doi-asserted-by":"publisher","first-page":"139","DOI":"10.1024\/1010-0652.23.2.139","volume":"23","author":"M Bannert","year":"2009","unstructured":"Bannert, M. (2009). Promoting self-regulated learning through prompts. Zeitschrift F\u00fcr P\u00e4dagogische Psychologie, 23(2), 139\u2013145. https:\/\/doi.org\/10.1024\/1010-0652.23.2.139 .","journal-title":"Zeitschrift F\u00fcr P\u00e4dagogische Psychologie"},{"key":"148_CR11","doi-asserted-by":"publisher","first-page":"171","DOI":"10.1007\/978-1-4419-5546-3_12","volume-title":"International handbook of metacognition and learning technologies","author":"M Bannert","year":"2013","unstructured":"Bannert, M., & Mengelkamp, C. (2013). Scaffolding hypermedia learning through metacognitive prompts, Springer international handbooks of education. In R. Azevedo, & V. Aleven (Eds.), International handbook of metacognition and learning technologies, (vol. 28, pp. 171\u2013186). New York: Springer. https:\/\/doi.org\/10.1007\/978-1-4419-5546-3_12 ."},{"issue":"1","key":"148_CR12","doi-asserted-by":"publisher","first-page":"193","DOI":"10.1007\/s11251-011-9167-4","volume":"40","author":"M Bannert","year":"2011","unstructured":"Bannert, M., & Reimann, P. (2011). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40(1), 193\u2013211. https:\/\/doi.org\/10.1007\/s11251-011-9167-4 .","journal-title":"Instructional Science"},{"key":"148_CR13","doi-asserted-by":"publisher","first-page":"293","DOI":"10.1016\/j.chb.2015.05.038","volume":"52","author":"M Bannert","year":"2015","unstructured":"Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015). Short- and long-term effects of students\u2019 self-directed metacognitive prompts on navigation behavior and learning performance. Computers in Human Behavior, 52, 293\u2013306. https:\/\/doi.org\/10.1016\/j.chb.2015.05.038 .","journal-title":"Computers in Human Behavior"},{"issue":"1","key":"148_CR14","first-page":"183","volume":"18","author":"BR Belland","year":"2015","unstructured":"Belland, B. R., Walker, A. E., Olsen, M. W., & Leary, H. (2015). A pilot meta-analysis of computer-based scaffolding in STEM education. Journal of Educational Technology & Society, 18(1), 183\u2013197.","journal-title":"Journal of Educational Technology & Society"},{"issue":"5","key":"148_CR15","doi-asserted-by":"publisher","first-page":"564","DOI":"10.1016\/j.learninstruc.2007.09.007","volume":"17","author":"K Berthold","year":"2007","unstructured":"Berthold, K., N\u00fcckles, M., & Renkl, A. (2007). Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts. Learning and Instruction, 17(5), 564\u2013577. https:\/\/doi.org\/10.1016\/j.learninstruc.2007.09.007 .","journal-title":"Learning and Instruction"},{"key":"148_CR16","unstructured":"Bloom B. S. (1956) Taxonomy of educational objectives. In Bloom B. S., M. D. Engelhart, E. J. Furst, W. H. Hill & D. R. Krathwohl (Hg.), Handbook I: Cognitive domain (S. 20\u201324). Longmans. New York, NY, USA."},{"key":"148_CR17","doi-asserted-by":"publisher","unstructured":"Bouchet, F., Harley, J. M., & Azevedo, R. (2016). Can adaptive pedagogical agents\u2019 prompting strategies improve students\u2019 learning and self-regulation? In A. Micarelli, J. Stamper, & K. Panourgia (Eds.), Lecture notes in computer science: Vol. 9684. Intelligent tutoring systems: 13th international conference, ITS 2016, Zagreb, Croatia, June 7-10, 2016. Proceedings, (vol. 9684, pp. 368\u2013374). Springer International Publishing. https:\/\/doi.org\/10.1007\/978-3-319-39583-8_43 .","DOI":"10.1007\/978-3-319-39583-8_43"},{"key":"148_CR18","doi-asserted-by":"publisher","unstructured":"Bouchet, F., Harley, J. M., & Azevedo, R. (2018). Evaluating adaptive pedagogical agents\u2019 prompting strategies effect on students\u2019 emotions. In R. Nkambou, R. Azevedo, & J. Vassileva (Eds.), Lecture notes in computer science. Intelligent tutoring systems, (vol. 10858, pp. 33\u201343). Springer International Publishing. https:\/\/doi.org\/10.1007\/978-3-319-91464-0_4 .","DOI":"10.1007\/978-3-319-91464-0_4"},{"issue":"3","key":"148_CR19","doi-asserted-by":"publisher","first-page":"389","DOI":"10.1016\/j.chb.2004.09.007","volume":"22","author":"G Clarebout","year":"2006","unstructured":"Clarebout, G., & Elen, J. (2006). Tool use in computer-based learning environments: Towards a research framework. Computers in Human Behavior, 22(3), 389\u2013411. https:\/\/doi.org\/10.1016\/j.chb.2004.09.007 .","journal-title":"Computers in Human Behavior"},{"key":"148_CR20","doi-asserted-by":"crossref","unstructured":"Clarebout, G., Elen, J., Collazo, N. A. J., Lust, G., & Jiang, L. (2013). Metacognition and the use of tools. In R. Azevedo & V. Aleven (Eds.), International handbook of metacognition and learning technologies (Vol. 28, pp. 187\u2013195). Springer. New Yor, NY, USA.","DOI":"10.1007\/978-1-4419-5546-3_13"},{"issue":"1","key":"148_CR21","doi-asserted-by":"publisher","first-page":"161","DOI":"10.1080\/00220973.2018.1448744","volume":"87","author":"M Daumiller","year":"2018","unstructured":"Daumiller, M., & Dresel, M. (2018). Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts. The Journal of Experimental Education, 87(1), 161\u2013176. https:\/\/doi.org\/10.1080\/00220973.2018.1448744.","journal-title":"The Journal of Experimental Education"},{"key":"148_CR22","doi-asserted-by":"publisher","first-page":"312","DOI":"10.1016\/j.compedu.2014.06.018","volume":"78","author":"E Delen","year":"2014","unstructured":"Delen, E., Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312\u2013320. https:\/\/doi.org\/10.1016\/j.compedu.2014.06.018 .","journal-title":"Computers & Education"},{"issue":"2","key":"148_CR23","doi-asserted-by":"publisher","first-page":"119","DOI":"10.1024\/1010-0652.22.2.119","volume":"22","author":"TS Hilbert","year":"2008","unstructured":"Hilbert, T. S., N\u00fcckles, M., Renkl, A., Minarik, C., Reich, A., & Ruhe, K. (2008). Concept mapping zum Lernen aus Texten. Zeitschrift F\u00fcr P\u00e4dagogische Psychologie, 22(2), 119\u2013125. https:\/\/doi.org\/10.1024\/1010-0652.22.2.119 .","journal-title":"Zeitschrift F\u00fcr P\u00e4dagogische Psychologie"},{"key":"148_CR24","doi-asserted-by":"publisher","first-page":"701","DOI":"10.1016\/j.chb.2016.10.004","volume":"72","author":"Y-S Hsu","year":"2017","unstructured":"Hsu, Y.-S., Wang, C.-Y., & Zhang, W.-X. (2017). Supporting technology-enhanced inquiry through metacognitive and cognitive prompts: Sequential analysis of metacognitive actions in response to mixed prompts. Computers in Human Behavior, 72, 701\u2013712. https:\/\/doi.org\/10.1016\/j.chb.2016.10.004 .","journal-title":"Computers in Human Behavior"},{"key":"148_CR25","doi-asserted-by":"publisher","first-page":"103771","DOI":"10.1016\/j.compedu.2019.103771","volume":"146","author":"RS Jansen","year":"2020","unstructured":"Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2020). Supporting learners\u2019 self-regulated learning in massive open online courses. Computers & Education, 146, 103771. https:\/\/doi.org\/10.1016\/j.compedu.2019.103771 .","journal-title":"Computers & Education"},{"issue":"2","key":"148_CR26","doi-asserted-by":"publisher","first-page":"115","DOI":"10.2190\/EC.38.2.a","volume":"38","author":"DF Kauffman","year":"2008","unstructured":"Kauffman, D. F., Ge, X., Xie, K., & Chen, C.-H. (2008). Prompting in web-based environments: Supporting self-monitoring and problem solving skills in college students. Journal of Educational Computing Research, 38(2), 115\u2013137. https:\/\/doi.org\/10.2190\/EC.38.2.a .","journal-title":"Journal of Educational Computing Research"},{"issue":"57","key":"148_CR27","doi-asserted-by":"publisher","first-page":"1780","DOI":"10.1016\/j.compedu.2011.03.014","volume":"2","author":"HJ Kim","year":"2011","unstructured":"Kim, H. J., & Pedersen, S. (2011). Advancing young adolescents\u2019 hypothesis-development performance in a computer-supported and problem-based learning environment. Computers & Education, 2(57), 1780\u20131789.","journal-title":"Computers & Education"},{"key":"148_CR28","doi-asserted-by":"publisher","first-page":"18","DOI":"10.1016\/j.compedu.2016.10.001","volume":"104","author":"RF Kizilcec","year":"2017","unstructured":"Kizilcec, R. F., P\u00e9rez-Sanagust\u00edn, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in massive open online courses. Computers & Education, 104, 18\u201333. https:\/\/doi.org\/10.1016\/j.compedu.2016.10.001 .","journal-title":"Computers & Education"},{"issue":"3","key":"148_CR29","doi-asserted-by":"publisher","first-page":"285","DOI":"10.2190\/EC.50.3.a","volume":"50","author":"B Kramarski","year":"2014","unstructured":"Kramarski, B., & Friedman, S. (2014). Solicited versus unsolicited metacognitive prompts for fostering mathematical problem solving using multimedia. Journal of Educational Computing Research, 50(3), 285\u2013314. https:\/\/doi.org\/10.2190\/EC.50.3.a .","journal-title":"Journal of Educational Computing Research"},{"key":"148_CR30","doi-asserted-by":"publisher","first-page":"126","DOI":"10.1016\/j.compedu.2016.05.006","volume":"100","author":"C-L Lai","year":"2016","unstructured":"Lai, C.-L., & Hwang, G.-J. (2016). A self-regulated flipped classroom approach to improving students\u2019 learning performance in a mathematics course. Computers & Education, 100, 126\u2013140. https:\/\/doi.org\/10.1016\/j.compedu.2016.05.006 .","journal-title":"Computers & Education"},{"key":"148_CR31","doi-asserted-by":"publisher","unstructured":"Lall\u00e9, S., Taub, M., Mudrick, N. V., Conati, C., & Azevedo, R. (2017). The impact of student individual differences and visual attention to pedagogical agents during learning with metatutor. In E. Andr\u00e9, R. Baker, X. Hu, M. M. T. Rodrigo, & B. Du Boulay (Eds.), Lecture notes in computer science. Artificial intelligence in education, (vol. 10331, pp. 149\u2013161). Springer International Publishing. https:\/\/doi.org\/10.1007\/978-3-319-61425-0_13 .","DOI":"10.1007\/978-3-319-61425-0_13"},{"key":"148_CR32","doi-asserted-by":"publisher","first-page":"1892","DOI":"10.21125\/inted.2016.1394","volume-title":"INTED proceedings, INTED2016 proceedings","author":"M M\u00e4eots","year":"2016","unstructured":"M\u00e4eots, M., Siiman, L., Kori, K., Eelmets, M., Pedaste, M., & Anjewierden, A. (2016). The role of a reflection tool in enhancing students\u2019 reflection. In L. G\u00f3mez Chova, A. L\u00f3pez Mart\u00ednez, & I. Candel Torres (Eds.), INTED proceedings, INTED2016 proceedings, (pp. 1892\u20131900IATED). https:\/\/doi.org\/10.21125\/inted.2016.1394 ."},{"issue":"1","key":"148_CR33","doi-asserted-by":"publisher","first-page":"77","DOI":"10.1007\/s11618-012-0260-5","volume":"15","author":"J Marschner","year":"2012","unstructured":"Marschner, J., Thillmann, H., Wirth, J., & Leutner, D. (2012). Wie l\u00e4sst sich die Experimentierstrategie-Nutzung f\u00f6rdern? Zeitschrift f\u00fcr Erziehungswissenschaft, 15(1), 77\u201393. https:\/\/doi.org\/10.1007\/s11618-012-0260-5 .","journal-title":"Zeitschrift f\u00fcr Erziehungswissenschaft"},{"key":"148_CR34","volume-title":"koRpus (version 0.06-3) [computer software]","author":"M Michalke","year":"2015","unstructured":"Michalke, M. (2015). koRpus (version 0.06-3) [computer software] http:\/\/reaktanz.de\/?c=hacking&s=koRpus."},{"issue":"2","key":"148_CR35","doi-asserted-by":"publisher","first-page":"515","DOI":"10.1016\/j.compedu.2011.12.006","volume":"59","author":"I Molenaar","year":"2012","unstructured":"Molenaar, I., Roda, C., van Boxtel, C., & Sleegers, P. (2012). Dynamic scaffolding of socially regulated learning in a computer-based learning environment. Computers & Education, 59(2), 515\u2013523. https:\/\/doi.org\/10.1016\/j.compedu.2011.12.006 .","journal-title":"Computers & Education"},{"issue":"6","key":"148_CR36","doi-asserted-by":"publisher","first-page":"944","DOI":"10.1002\/sce.21295","volume":"101","author":"S Moser","year":"2017","unstructured":"Moser, S., Zumbach, J., & Deibl, I. (2017). The effect of metacognitive training and prompting on learning success in simulation-based physics learning. Science Education, 101(6), 944\u2013967. https:\/\/doi.org\/10.1002\/sce.21295 .","journal-title":"Science Education"},{"key":"148_CR37","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.learninstruc.2018.04.011","volume":"58","author":"NM M\u00fcller","year":"2018","unstructured":"M\u00fcller, N. M., & Seufert, T. (2018). Effects of self-regulation prompts in hypermedia learning on learning performance and self-efficacy. Learning and Instruction, 58, 1\u201311. https:\/\/doi.org\/10.1016\/j.learninstruc.2018.04.011 .","journal-title":"Learning and Instruction"},{"issue":"1","key":"148_CR38","doi-asserted-by":"publisher","first-page":"49","DOI":"10.1080\/1358165042000186271","volume":"29","author":"M N\u00fcckles","year":"2004","unstructured":"N\u00fcckles, M., Schwonke, R., Berthold, K., & Renkl, A. (2004). The use of public learning diaries in blended learning. Journal of Educational Media, 29(1), 49\u201366. https:\/\/doi.org\/10.1080\/1358165042000186271 .","journal-title":"Journal of Educational Media"},{"key":"148_CR39","doi-asserted-by":"publisher","first-page":"165","DOI":"10.1016\/j.chb.2018.04.022","volume":"86","author":"E Pieger","year":"2018","unstructured":"Pieger, E., & Bannert, M. (2018). Differential effects of students\u2019 self-directed metacognitive prompts. Computers in Human Behavior, 86, 165\u2013173. https:\/\/doi.org\/10.1016\/j.chb.2018.04.022 .","journal-title":"Computers in Human Behavior"},{"key":"148_CR40","doi-asserted-by":"publisher","unstructured":"Randi, J., & Corno, L. (2000). Teacher innovations in self-regulated learning. In M. Boekaerts, M. Zeidner, & P. R. Pintrich (Eds.), Handbook of self-regulation, (pp. 651\u2013685). Academic. https:\/\/doi.org\/10.1016\/B978-012109890-2\/50049-4 .","DOI":"10.1016\/B978-012109890-2\/50049-4"},{"key":"148_CR41","doi-asserted-by":"publisher","first-page":"820","DOI":"10.3389\/fpsyg.2016.00820","volume":"7","author":"B Renner","year":"2016","unstructured":"Renner, B., Prilla, M., Cress, U., & Kimmerle, J. (2016). Effects of prompting in reflective learning tools: Findings from experimental field, lab, and online studies. Frontiers in Psychology, 7, 820. https:\/\/doi.org\/10.3389\/fpsyg.2016.00820 .","journal-title":"Frontiers in Psychology"},{"key":"148_CR42","doi-asserted-by":"publisher","unstructured":"Sambe, G., Bouchet, F., & Labat, J.-M. (2017). Towards a conceptual framework to scaffold self-regulation in a MOOC. In C. M. F. Kebe, A. Gueye, & A. Ndiaye (Eds.), Lecture notes of the Institute for Computer Sciences, social informatics and telecommunications engineering. Innovation and interdisciplinary solutions for underserved areas, (vol. 204, pp. 245\u2013256). Springer International Publishing. https:\/\/doi.org\/10.1007\/978-3-319-72965-7_23.","DOI":"10.1007\/978-3-319-72965-7_23"},{"key":"148_CR43","unstructured":"Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. Guilford Press http:\/\/www.loc.gov\/catdir\/bios\/guilford051\/97046438.html."},{"issue":"1","key":"148_CR44","doi-asserted-by":"publisher","first-page":"77","DOI":"10.1016\/j.chb.2005.01.002","volume":"22","author":"R Schwonke","year":"2006","unstructured":"Schwonke, R., Hauser, S., N\u00fcckles, M., & Renkl, A. (2006). Enhancing computer-supported writing of learning protocols by adaptive prompts. Computers in Human Behavior, 22(1), 77\u201392. https:\/\/doi.org\/10.1016\/j.chb.2005.01.002 .","journal-title":"Computers in Human Behavior"},{"issue":"2","key":"148_CR45","doi-asserted-by":"publisher","first-page":"272","DOI":"10.1111\/j.1467-8535.2011.01176.x","volume":"43","author":"S Schworm","year":"2012","unstructured":"Schworm, S., & Gruber, H. (2012). E-learning in universities: Supporting help-seeking processes by instructional prompts. British Journal of Educational Technology, 43(2), 272\u2013281. https:\/\/doi.org\/10.1111\/j.1467-8535.2011.01176.x .","journal-title":"British Journal of Educational Technology"},{"issue":"3","key":"148_CR46","doi-asserted-by":"publisher","first-page":"209","DOI":"10.1007\/s10984-009-9063-x","volume":"12","author":"R Stark","year":"2009","unstructured":"Stark, R., & Krause, U.-M. (2009). Effects of reflection prompts on learning outcomes and learning behaviour in statistics education. Learning Environments Research, 12(3), 209\u2013223. https:\/\/doi.org\/10.1007\/s10984-009-9063-x .","journal-title":"Learning Environments Research"},{"issue":"1","key":"148_CR47","doi-asserted-by":"publisher","first-page":"59","DOI":"10.1024\/1010-0652.22.1.59","volume":"22","author":"R Stark","year":"2008","unstructured":"Stark, R., Tyroller, M., Krause, U.-M., & Mandl, H. (2008). Effekte einer metakognitiven Promptingma\u00dfnahme beim situierten, beispielbasierten Lernen im Bereich Korrelationsrechnung. Zeitschrift F\u00fcr P\u00e4dagogische Psychologie, 22(1), 59\u201371. https:\/\/doi.org\/10.1024\/1010-0652.22.1.59 .","journal-title":"Zeitschrift F\u00fcr P\u00e4dagogische Psychologie"},{"issue":"2","key":"148_CR48","doi-asserted-by":"publisher","first-page":"105","DOI":"10.1024\/1010-0652.23.2.105","volume":"23","author":"H Thillmann","year":"2009","unstructured":"Thillmann, H., K\u00fcnsting, J., Wirth, J., & Leutner, D. (2009). Is it merely a question of \u201cwhat\u201d to prompt or also \u201cwhen\u201d to prompt? Zeitschrift F\u00fcr P\u00e4dagogische Psychologie, 23(2), 105\u2013115. https:\/\/doi.org\/10.1024\/1010-0652.23.2.105 .","journal-title":"Zeitschrift F\u00fcr P\u00e4dagogische Psychologie"},{"key":"148_CR49","doi-asserted-by":"publisher","first-page":"106318","DOI":"10.1016\/j.chb.2020.106318","volume":"108","author":"DCD van Alten","year":"2020","unstructured":"van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2020). Effects of self-regulated learning prompts in a flipped history classroom. Computers in Human Behavior, 108, 106318. https:\/\/doi.org\/10.1016\/j.chb.2020.106318 .","journal-title":"Computers in Human Behavior"},{"issue":"4","key":"148_CR50","doi-asserted-by":"publisher","first-page":"551","DOI":"10.1016\/j.chb.2003.10.001","volume":"20","author":"G van den Boom","year":"2004","unstructured":"van den Boom, G., Paas, F., van Merri\u00ebnboer, J. J. G., & van Gog, T. (2004). Reflection prompts and tutor feedback in a web-based learning environment: Effects on students\u2019 self-regulated learning competence. Computers in Human Behavior, 20(4), 551\u2013567. https:\/\/doi.org\/10.1016\/j.chb.2003.10.001 .","journal-title":"Computers in Human Behavior"},{"issue":"1","key":"148_CR51","first-page":"117","volume":"29","author":"MV Veenman","year":"1993","unstructured":"Veenman, M. V. (1993). Metacognitive ability and metacognitive skill: Determinants of discovery learning in computerized learning environments. European Journal of Psychology of Education, 29(1), 117\u2013137.","journal-title":"European Journal of Psychology of Education"},{"issue":"2-3","key":"148_CR52","doi-asserted-by":"publisher","first-page":"177","DOI":"10.1007\/s11409-007-9017-6","volume":"2","author":"MVJ Veenman","year":"2007","unstructured":"Veenman, M. V. J. (2007). The assessment and instruction of self-regulation in computer-based environments: A discussion. Metacognition and Learning, 2(2-3), 177\u2013183. https:\/\/doi.org\/10.1007\/s11409-007-9017-6 .","journal-title":"Metacognition and Learning"},{"issue":"1","key":"148_CR53","doi-asserted-by":"publisher","first-page":"3","DOI":"10.1007\/S11409-006-6893-0","volume":"1","author":"MVJ Veenman","year":"2006","unstructured":"Veenman, M. V. J., van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3\u201314. https:\/\/doi.org\/10.1007\/S11409-006-6893-0 .","journal-title":"Metacognition and Learning"},{"issue":"4","key":"148_CR54","doi-asserted-by":"publisher","first-page":"429","DOI":"10.1007\/s10648-008-9080-9","volume":"20","author":"FI Winters","year":"2008","unstructured":"Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429\u2013444. https:\/\/doi.org\/10.1007\/s10648-008-9080-9 .","journal-title":"Educational Psychology Review"},{"key":"148_CR55","doi-asserted-by":"publisher","first-page":"103595","DOI":"10.1016\/j.compedu.2019.103595","volume":"140","author":"J Wong","year":"2019","unstructured":"Wong, J., Khalil, M., Baars, M., de Koning, B. B., & Paas, F. (2019). Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course. Computers & Education, 140, 103595. https:\/\/doi.org\/10.1016\/j.compedu.2019.103595 .","journal-title":"Computers & Education"},{"issue":"2","key":"148_CR56","doi-asserted-by":"publisher","first-page":"187","DOI":"10.1007\/s12564-016-9426-9","volume":"17","author":"L Zheng","year":"2016","unstructured":"Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: A meta-analysis. Asia Pacific Education Review, 17(2), 187\u2013202. https:\/\/doi.org\/10.1007\/s12564-016-9426-9 .","journal-title":"Asia Pacific Education Review"},{"issue":"1","key":"148_CR57","doi-asserted-by":"publisher","first-page":"166","DOI":"10.3102\/0002831207312909","volume":"45","author":"BJ Zimmerman","year":"2008","unstructured":"Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166\u2013183. https:\/\/doi.org\/10.3102\/0002831207312909 .","journal-title":"American Educational Research Journal"}],"container-title":["Research and Practice in Technology Enhanced Learning"],"original-title":[],"language":"en","link":[{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1186\/s41039-021-00148-w.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/link.springer.com\/article\/10.1186\/s41039-021-00148-w\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1186\/s41039-021-00148-w.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2021,2,11]],"date-time":"2021-02-11T08:05:04Z","timestamp":1613030704000},"score":1,"resource":{"primary":{"URL":"https:\/\/telrp.springeropen.com\/articles\/10.1186\/s41039-021-00148-w"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021,2,10]]},"references-count":57,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2021,12]]}},"alternative-id":["148"],"URL":"https:\/\/doi.org\/10.1186\/s41039-021-00148-w","relation":{},"ISSN":["1793-7078"],"issn-type":[{"type":"electronic","value":"1793-7078"}],"subject":[],"published":{"date-parts":[[2021,2,10]]},"assertion":[{"value":"15 January 2020","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"28 January 2021","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"10 February 2021","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and\/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. Informed consent was obtained from all individual participants included in the study.","order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethics approval and consent to participate"}},{"value":"Not applicable","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for publication"}},{"value":"The authors declare that they have no conflict of interest.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}],"article-number":"3"}}