QuadRUPel

During secondary school, it is becoming increasingly important for students to learn independently and develop the so-called self-regulated learning skills (SRL). Self-regulation encompasses how students plan, monitor, control, and evaluate their learning process. Cognitive and metacognitive activities play a critical role in this journey. Self-regulated learning skills must be learned systematically and consistently. The teacher's role is crucial in explaining self-regulation activities, modelling them during class, providing metacognitive feedback, and reflecting on students' learning processes and decision-making.
In addition, students often find it difficult to write. Learning to write well requires students to be able to reflect on their learning, evaluate their progress, and then set new learning goals for themselves. The role of self-regulation in the writing process is therefore important, and we know from research that specific self-regulation processes contribute to better essays (van der Graaf et al., 2022).
Effective interaction between teachers and AI technology can significantly contribute to developing students' self-regulation during the writing process. AI technology can, therefore, play a pivotal role in improving students' self-regulation and language skills.

Our team at the 'Adaptive Learning Lab research group at Radboud University in Nijmegen and at the National Education Lab AI (NOLAI), investigates how to enhance and stimulate self-regulated learning.
This project aims to enhance and support self-regulated learning skills in secondary school students during their reading and writing education. To achieve this, we plan to develop further an existing application that utilizes AI to map students' self-regulation during reading and writing lessons. This application seamlessly integrates with a dashboard designed for the FLoRa Lighthouse project, that displays the self-regulation activities performed by students while writing an essay. The dashboard empowers students to self-reflect and provides teachers with valuable insights into their students' self-regulation. It fosters a constructive dialogue between teachers and students during and after learning.