Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
2 references
-
- Vol 4 RE: Chapters 12, 25, 27, App C
artificial intelligence chatbotsself-regulated learningadaptive guidanceco-regulationcritical reflectionlearner agencyemancipatory learninglearning analyticsJournal article Evidence summaryAt a glance
Wu and colleagues systematically review 78 studies published from 2018 to 2025 to ask how artificial-intelligence chatbots can be designed to support self-regulated learning. They organize design possibilities through Habermas’s technical, practical, and emancipatory knowledge interests.
Key ideas
Technical features can help learners set goals, obtain adaptive guidance, monitor progress, and receive timely feedback. Practical features emphasize dialogue, social interaction, shared understanding, and co-regulation rather than solitary tool use. Emancipatory features encourage learners to question assumptions, reflect critically, recognize power and bias, and retain agency over decisions. The resulting framework maps chatbot functions onto phases of self-regulation and shows that the literature concentrates more heavily on performance support than on deeper reflection or learner liberation. The review identifies gaps in K–12 settings, multimodal learning analytics, long-term evaluation, and designs that genuinely support emancipatory reflection.
Why it matters
Because the included studies vary in methods and outcomes, the synthesis is a design base rather than proof that any chatbot feature reliably improves achievement. Educators should align tools with learning purposes, provide human guidance, and evaluate both benefits and unintended dependency.
-
- Vol 4 RE: App C
self-regulation theorymetacognitive monitoringco-regulationlearning analyticsstrategy instructionsocially shared regulationmeasurement methodsEdited book Evidence summaryAt a glance
Zimmerman and Schunk’s edited handbook brings together theories, evidence, methods, and applications concerning how learners activate and sustain cognition, affect, motivation, and behaviour toward goals. Its chapters compare social-cognitive, cognitive, metacognitive, motivational, developmental, and socially shared perspectives rather than imposing one definition or mechanism.
Key ideas
Coverage includes the development of regulation, calibration and monitoring, co-regulation, measurement from self-report and traces, learning technologies, individual differences, and applications across academic subjects and performance domains. Contributors also examine how modelling, feedback, strategy instruction, practice, and social contexts can foster regulation. The consistent chapter structure links theoretical propositions with evidence, research needs, and educational implications. Because this is a multidisciplinary edited collection, findings vary in design, population, and strength; the volume is not evidence that a single generic self-regulation programme works everywhere.
Why it matters
Its educational value lies in treating regulation as learnable, situated, and temporally unfolding. Teachers and researchers should specify which phase and process they intend to support, align measures with those processes, combine data sources when possible, and distinguish productive independence from strategic use of peers, teachers, tools, and environments.
View or buy the cited work >>Read a similar article free online >>
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway