Exploring Components of Self-Regulated Learning (SRL) in Study Reels and Students’ Test Performance
Keywords:
Metacognition, pedagogical research in social media, self-regulated learning, SRL frameworkAbstract
This study examined how short-form social media study tip videos (“study reels”) represent self-regulated learning (SRL) components and influence students’ SRL skills and test performance. Participants completed SRL questionnaires, viewed study reels and a digital lecture, then completed an assessment and post-SRL questionnaires. Results showed significant post-SRL score increases, suggesting that study reels may support certain SRL dimensions. However, analysis revealed consistent omissions of key SRL components, such as metacognitive monitoring and planning. Given the growing prevalence of study reels in digital learning communities, these findings highlight their dual potential to enhance engagement while also risking ineffective study practices.
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Data from this study are available from the corresponding author upon reasonable request.
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