Design Guidelines for Scaffolding Self-Regulation in Personalized Adaptive Learning (PAL) Systems: A Systematic Review

Abstract

In the present pandemic time, almost all teaching-learning processes have been shifted to online mode. In this online setting, Personalized Adaptive Learning (PAL) educational technology products have become popular amongst educators. PAL systems are facilitating Ubiquitous learning in learner-centric ways by enabling learners to learn anywhere, anytime, at their own pace, and even in settings where teachers are not present (e.g., at home). Such systems require learners to apply self-regulation skills to achieve learning goals. However, guidelines for designing scaffolds for self-regulation in PAL systems for informal (out of school) settings are not readily available. In this paper, we present a systematic literature review of relevant papers published between 2001 and 2021 to understand what guidelines exist. We then propose a set of guidelines that may form the basis for designing effective scaffolds in PAL systems for informal environments for promoting self-regulated learning. The set of proposed guidelines are mapped with ‘cyclical phases model’ of self- regulation by Zimmerman which will be helpful for PAL system designers.