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Revista Electrónica Educare
versão On-line ISSN 1409-4258versão impressa ISSN 1409-4258
Resumo
BENAVIDES, Nelly e ZAMBRANO-RAMIREZ, Jimmy. Self-Regulated reading comprehension supported by technology in basic education students. Educare [online]. 2023, vol.27, n.3, pp.271-289. ISSN 1409-4258. http://dx.doi.org/10.15359/ree.27-3.17221.
Introduction.
Self-regulated learning enables the effective improvement of self-assessment skills and task-selection abilities. However, it is unknown whether technology-supported self-regulation enhances performance in reading comprehension.
Objective.
This research aimed to explore the effectiveness of online self-regulated learning, based on problem-solving tasks, using a selection algorithm applied to reading comprehension.
Method.
The research was an online experimental study conducted with 76 students. They were randomly distributed into two groups: one received training with modeled examples on how to select reading tasks based on the performance and mental effort of previous tasks (i.e., experimental); the other selected tasks based on their preference (i.e., control).
Results.
The ANOVA analysis of the task selection phase data revealed that the experimental group did not achieve a high level of accuracy in task selection, and their performance was low. However, in the subsequent testing phase, the experimental group achieved a higher performance level than the control group.
Discussion.
It is concluded that self-regulated reading comprehension in a technological environment can improve comprehension test results when decision-making is guided by previous performance and cognitive load. The study concludes with recommendations for future research and educational practice.
Palavras-chave : Learning; self-assessment; school performance; problem resolution.