Improving metacognition through self-explication in a digital self-regulated learning tool

Abstract Digital support during self-regulated learning can improve metacognitive knowledge and skills in learners. Previous research has predominantly focused on embedding domain-specific content. In this study, we examine a detached approach where digital is offered parallel to ongoing training via tool. The primary mechanism was self-explication, learners are prompted make, otherwise implicit, metacognition concrete. controlled pre-test/post-test quasi-experiment, compared domain-general assessed the effects, use, learners' perceptions of results showed that self-explication an effective learning. Furthermore, confirm effectiveness offering support. While only found be effective, quantitative qualitative analysis warrant further into also indicated that, while students with higher lack relevance using tool, lower less likely make (structural) use available A key challenge for future thus adapt learner needs, provide those who would benefit from it most. paper concludes by formulating implications as well design