{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,14]],"date-time":"2026-09-14T05:05:12Z","timestamp":1789362312426,"version":"build-2803163510"},"reference-count":53,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,14]],"date-time":"2026-09-14T00:00:00Z","timestamp":1789344000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/100006190","name":"Research and Development","doi-asserted-by":"publisher","id":[{"id":"10.13039\/100006190","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Blended learning environments place substantial demands on students\u2019 capacity to plan, monitor, and evaluate their own academic work, yet most technology-mediated interventions in higher education prioritize instructor-led monitoring over student-centered autonomy.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>This study aimed to characterize the challenges and self-regulated learning strategies of university students in blended learning contexts, design and validate a student-oriented learning analytics application natively integrated into a learning management system and explore the perceived experience and technological acceptability.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Design<\/jats:title>\n                    <jats:p>An exploratory sequential mixed-methods design was employed. Participants: The qualitative phase included semi-structured interviews with 14 faculty members and 19 focus groups with 140 students (mean age\u202f=\u202f21.53, SD\u202f=\u202f2.87) from three Chilean universities, complemented by expert review conducted by seven specialists in educational technology; the quantitative phase involved two successive, non-equivalent pilot implementations with 5 faculty and 267 students enrolled in first-year high-risk courses. A 20-item Likert-type scale incorporating elements on self-regulation of learning and the Technology Acceptance Model was administered after each implementation. Qualitative data were analyzed through qualitative content analysis with inductive orientation; quantitative data were examined descriptively, with no inferential comparisons between pilots given differences in sample size and context.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Five overarching challenge domains were identified alongside four student strategy clusters. The final application, comprising seven interfaces aligned with Zimmerman\u2019s three-phase model of self-regulated learning, received descriptively higher perceived impact ratings in the final pilot (forethought:\n                      <jats:italic>M<\/jats:italic>\n                      \u202f=\u202f4.0\u20134.8; performance:\n                      <jats:italic>M<\/jats:italic>\n                      \u202f=\u202f3.7\u20134.4; self-reflection:\n                      <jats:italic>M<\/jats:italic>\n                      \u202f=\u202f3.7\u20134.4) than the preliminary version (all dimensions\n                      <jats:italic>M<\/jats:italic>\n                      \u202f=\u202f2.2\u20133.0), with higher perceived usefulness (\n                      <jats:italic>M<\/jats:italic>\n                      \u202f=\u202f4.1) and perceived ease of use (\n                      <jats:italic>M<\/jats:italic>\n                      \u202f=\u202f3.8) than in the preliminary version.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>These exploratory findings suggest that student-facing learning analytics, when embedded within institutional virtual classrooms, may be associated with higher perceived support for self-regulatory processes across all three phases of the model, positioning students as active agents in interpreting their own learning data rather than passive subjects of instructor-facing monitoring systems. These findings should be considered preliminary and hypothesis-generating rather than confirmatory.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1914516","type":"journal-article","created":{"date-parts":[[2026,9,14]],"date-time":"2026-09-14T04:35:16Z","timestamp":1789360516000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Designing for self-regulation: development and preliminary user evaluation of a student-facing learning analytics app in blended higher education"],"prefix":"10.3389","volume":"17","author":[{"given":"Karla","family":"Lobos","sequence":"first","affiliation":[{"name":"Direcci\u00f3n de Docencia, Universidad de Concepci\u00f3n","place":["Concepci\u00f3n, Chile"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rubia","family":"Cobo-Rend\u00f3n","sequence":"additional","affiliation":[{"name":"Laboratorio de Aprendizaje Multinivel en Educaci\u00f3n Superior (AMES), Instituto de Bienestar Socioemocional (IBEM), Facultad de Psicolog\u00eda, Universidad del Desarrollo","place":["Concepci\u00f3n, Chile"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"C\u00e9sar","family":"Mora","sequence":"additional","affiliation":[{"name":"Direcci\u00f3n de Docencia, Universidad de Concepci\u00f3n","place":["Concepci\u00f3n, Chile"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nelson","family":"Arias","sequence":"additional","affiliation":[{"name":"Direcci\u00f3n de Docencia, Universidad de Concepci\u00f3n","place":["Concepci\u00f3n, Chile"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Carolyn","family":"Fern\u00e1ndez","sequence":"additional","affiliation":[{"name":"Direcci\u00f3n de Docencia, Universidad de Concepci\u00f3n","place":["Concepci\u00f3n, Chile"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Camilo","family":"Abrigo","sequence":"additional","affiliation":[{"name":"Faculty of Engineering, Universidad de Concepci\u00f3n","place":["Concepci\u00f3n, Chile"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,14]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"122","DOI":"10.6018\/analesps.337911","article-title":"Differences in classroom motivational climate: causes, effects and implications for teacher education. 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