This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2648 students. Moderator analyses were performed using a random effects model that focused on the three main areas of scaffold characteristics (including the mechanism, functions, delivery forms, mode, and number of scaffolds; how to promote self-regulated learning by scaffolds); demographics of the selected studies (including sample groups, sample size, learning domain, research settings, and types of computer-based learning environments); and research methodological features (including research methods, types of research design, types of organization for treatment, and duration of treatment). Findings revealed that self-regulated learning scaffolds in computer-based learning environments generally produced a significantly positive effect on academic performance (ES = 0.438). It is also suggested that both domain-general and domain-specific scaffolds can support the entire process of self-regulated learning since they demonstrated substantial effects on academic performance. Different impacts of various studies and their methodological features are presented and discussed.
Design-based research (DBR) that blends designing learning environments and developing theories has proliferated in recent years. In order to gain insights into DBR, 162 studies related to DBR published from 2004 to 2013 were selected and reviewed. The major findings indicated that most of the studies focused on designing, developing, and redesigning learning environments through interventions. However, how to revise the intervention was not specified in detail. Also, the testing of an intervention was found to be still dependent on the measurement of cognitive outcomes. Furthermore, it was found that most DBR only conducted one cycle of iteration. This review of research not only identifies the progress of DBR, but also provides future directions of DBR for researchers and practitioners.
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