A Self-regulated Learning Approach to Promoting Learners’ Participation and Performance in Writing Education

Abstract

Augmented reality (AR) is seen as a useful tool for improving student learning in writing education, but the limitations of its application and its effectiveness in combination with self-regulated learning (SRL) remain questionable. This study explores the impact of the AR-SRL teaching approach on primary school students' Chinese writing performance and learning engagement. 115 students were divided into three groups: the traditional SRL approach (C-SRL), the AR-based SRL approach (AR-SRL), and the AR technology under the traditional approach (AR group). Results showed that students in the AR-SRL group outperformed others in writing, cognition, emotion, behavior, and social engagement, with stronger autonomy and engagement, particularly among those with high self-regulation. In contrast, the AR group without SRL support showed more random behavior and lower task efficiency, while the C-SRL group had less interaction and engagement. These findings emphasize the role of SRL in technology-enhanced learning and the limitations of relying solely on technology, indicating a need for further investigation into the integration of AR and SRL in education.