Ace Your Self-Study: A Mobile Application to Support Self-Regulated Learning

Without guidance, students typically overestimate their understanding and memory of learning materials, which can have detrimental effects on the learning process. However, most students do not receive guidance or instruction about how to study. Moreover, students are largely unaware of strategies to self-regulate their learning and study effectively. Research has shown that prompting both cognitive and metacognitive strategies is effective to support self-regulated learning (SRL). Therefore we developed a mobile application, the Ace your self-study app, to prompt both cognitive and metacognitive strategies to support learning processes. In this article a theoretical background, description of the app's features and design choices are presented. Also, data from the application in presented to give provide an idea of how the app has been used.

Exploring Students’ Use of a Mobile Application to Support Their Self-Regulated Learning Processes

Being able to self-regulate one’s learning is essential for academic success but is also very difficult for students. Especially first year students can be overwhelmed with the high study load and autonomy in higher education. To face this challenge, students’ monitoring and self-regulated learning (SRL) processes are crucial. Yet, often students are not aware of effective SRL strategies or how to use them. In this study, the use of a mobile application with gamification elements (i.e., Ace Your Self-Study App) to support first-year university students’ SRL processes was investigated. In Study 1a, the Ace your self-study app was implemented in a first-year psychology course, and students’ SRL skills, motivation, self-efficacy, app use and satisfaction, and performance were measured. The results showed a significant increase in autonomous motivation, controlled motivation, and metacognitive self-regulation skills (MSR-R) across the 5-week course. Moreover, students who used the mobile application with gamified elements showed higher autonomous motivation. Nevertheless, most students used the app only for a limited number of self-study sessions. In Study 1b, students’ self-study experiences were captured using focus group interviews to shed some more light on why students did or did not use the app. The results show that if students feel they do not need support for their SRL processes during self-study, they are less inclined to use the app. Specifically, regarding using study strategies, it was found that only if students’ strategies do not work well in their perception, they feel the need to change their way of studying and choose another strategy. These results are discussed in the context of theory on SRL and how to support it.

Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda

An exponential increase in the availability of information over the last two decades has asked for novel theoretical frameworks to examine how students optimally learn under these new learning conditions, given the limitations of human processing ability. In this special issue and in the current editorial introduction, we argue that such a novel theoretical framework should integrate (aspects of) cognitive load theory and self-regulated learning theory. We describe the effort monitoring and regulation (EMR) framework, which outlines how monitoring and regulation of effort are neglected but essential aspects of self-regulated learning. Moreover, the EMR framework emphasizes the importance of optimizing cognitive load during self-regulated learning by reducing the unnecessary load on the primary task or distributing load optimally between the primary learning task and metacognitive aspects of the learning task. Three directions for future research that derive from the EMR framework and that are discussed in this editorial introduction are: (1) How do students monitor effort? (2) How do students regulate effort? and (3) How do we optimize cognitive load during self-regulated learning tasks (during and after the primary task)? Finally, the contributions to the current special issue are introduced.

The Relation Between Students’ Effort and Monitoring Judgments During Learning: A Meta-analysis

Research has shown a bi-directional association between the (perceived) amount of invested effort to learn or retrieve information (e.g., time, mental effort) and metacognitive monitoring judgments. The direction of this association likely depends on how learners allocate their effort. In self-paced learning, effort allocation is usually data driven, where the ease of memorizing is used as a cue, resulting in a negative correlation between effort and monitoring judgments. Effort allocation is goal driven when it is strategically invested (e.g., based on the importance of items or time pressure) and likely results in a positive correlation. The current study used a meta-analytic approach to synthesize the results from several studies on the relationship between effort and monitoring judgments. The results showed that there was a negative association between effort and monitoring judgments (r = − .355). Furthermore, an exploration of possible moderators of this association between effort and monitoring was made. The negative association was no longer significant when goal-driven regulation was manipulated. Furthermore, it was found that the type of monitoring judgment (i.e., a weaker association for prospective judgments) and type of task (stronger association for problem-solving tasks relative to paired associates) moderated the relation between effort and monitoring. These results have important implications for future research on the use of effort as a cue for monitoring in self-regulated learning.

Training self-assessment and task-selection skills to foster self-regulated learning: Do trained skills transfer across domains?

Students' ability to accurately self-assess their performance and select a suitable subsequent learning task in response is imperative for effective self-regulated learning. Video modeling examples have proven effective for training self-assessment and task-selection skills, and-importantly-such training fostered self-regulated learning outcomes. It is unclear, however, whether trained skills would transfer across domains. We investigated whether skills acquired from training with either a specific, algorithmic task-selection rule or a more general heuristic task-selection rule in biology would transfer to self-regulated learning in math. A manipulation check performed after the training confirmed that both algorithmic and heuristic training improved task-selection skills on the biology problems compared with the control condition. However, we found no evidence that students subsequently applied the acquired skills during self-regulated learning in math. Future research should investigate how to support transfer of task-selection skills across domains.

The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems

Self-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale), motivation (i.e., autonomous and controlled motivation), mental effort, SRL skills, and problem-solving performance when learning to solve biology problems in a self-regulated online learning environment. In the learning phase, secondary education students studied video-modeling examples of how to solve hereditary problems, solved hereditary problems which they chose themselves from a set of problems with different complexity levels (i.e., five levels). In the posttest, students solved hereditary problems, self-assessed their performance, and chose a next problem from the set of problems but did not solve these problems. The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during the posttest were negatively associated with problem-solving performance after learning in a self-regulated way.

A single dose of an ISCOM influenza vaccine induces long-lasting protective immunity against homologous challenge infection but fails to protect Cynomolgus macaques against distant drift variants of influenza A (H3N2) viruses

Since the production of influenza vaccines is complicated by the continuous variation of these viruses, it would be desirable to develop vaccines that induce cross-protective immunity against influenza virus strains that circulate in subsequent winter epidemics. We have recently demonstrated that antibodies induced after vaccination with an immune stimulating complex (ISCOM)-based vaccine exhibited a certain degree of cross-reactivity with other influenza virus strains. In the present study, ISCOM-based vaccines were evaluated retrospectively by testing the protective immunity induced by ISCOM prepared with the membrane glycoproteins of A/Philippines/2/82 against the more recent strain A/Netherlands/18/94 in monkeys with or without a history of prior infection with an A/Philippines/2/82-like virus. It was found that the monkeys immunized with the A/Philippines/2/82 ISCOM were not protected from challenge infection with A/Netherlands/18/94. On the other hand, vaccination of monkeys which experienced a prior infection with an influenza A/Philippines/2/82-like virus, with a single dose of ISCOM vaccine induced long-lasting protective immunity against challenge infection with the homologous virus A/Netherlands/18/94.

Influenza virus subtype cross-reactivities of haemagglutination inhibiting and virus neutralising serum antibodies induced by infection or vaccination with an ISCOM-based vaccine

In order to study the levels of cross-reactivity of the influenza virus-specific antibody response upon infection or vaccination, usually hemagglutination inhibition assays are performed. In the present study post-infection ferret sera and serum samples obtained from cynomolgus macaques which were vaccinated with an ISCOM preparation based on the influenza virus strain A/Netherlands/18/94 (H3N2) were analyzed for cross-reactivity in the hemagglutination inhibition assay and in virus neutralization assays. It was shown that the cross-reactivity of the antibodies induced upon vaccination or infection with influenza virus proved to be more limited in the virus neutralization assay than in the hemagglutination assay. The strong antibody response induced by vaccination with the A/Netherlands/18/94-ISCOM preparation was shown to be cross-reactive with recent influenza virus strains, which were isolated since 1992, but not with older strains.

Comparison of RNA hybridization, hemagglutination assay, titration of infectious virus and immunofluorescence as methods for monitoring influenza virus replication in vitro

Rapid and sensitive methods for the monitoring of influenza virus replication in vitro are needed to address several research questions. Four methods based on different principles were compared: the hemagglutination (HA) assay, the measurement of virus infectivity titers in culture supernatants, the enumeration of infected cells by immunofluorescence and RNA hybridization techniques using digoxigenin (DIG) labeled RNA probes. To this end, MDCK cells were infected at different multiplicities of infection (moi) with a recent influenza A virus (A/Netherlands/18/94 H3N2) and the kinetics of virus replication were monitored with these four assays. At high moi, virus released into the culture supernatant of infected cells was detected by the HA assay 12 h post infection, whereas at lower moi (< or = 0.01) the first HA activity was not detected before 24 h post infection. The measurement of infectious viruses in the culture supernatant proved to be more sensitive, since 4-12 h post infection newly produced virus was detected depending on the moi used. This finding was in agreement with results obtained by the immunofluorescence assay using an antibody preparation specific for the nucleoprotein: single infected cells could be detected as early as 4 h post infection. At this time point, positive signals were also obtained when mRNA/cRNA specific hybridization was carried out for the NP gene segment, but not for viral NP RNA or RNA specific for the hemagglutinin, which were only detected at later time points after infection. Thus, besides direct measurement of infectious virus and immunofluorescence, RNA hybridization proved to be a sensitive assay for monitoring influenza virus replication in vitro.

Induction of protective immunity against influenza virus in a macaque model: comparison of conventional and iscom vaccines

Cynomolgus macaque monkeys (Macaca fascicularis) were immunized twice intramuscularly, either with a conventional non-adjuvanted subunit vaccine or with a candidate immune-stimulating complex (iscom) vaccine, each containing 10 micrograms envelope glycoprotein of a recent human influenza A(H3N2) virus (A/Netherlands/18/94). In contrast to the macaques vaccinated with the classical subunit vaccine, those immunized with the iscom vaccine developed high titres of specific IgM, IgA and IgG serum antibodies, as well as high titres of haemagglutination-inhibiting and virus-neutralizing serum antibodies. Also, specific proliferative T cell responses were only found in the iscom-vaccinated monkeys and their levels were similar to those found in monkeys experimentally infected with the homologous virus. Upon intratracheal challenge with the homologous virus, the iscom-vaccinated monkeys were completely protected from detectable virus replication in lungs, pharynx and nose, whereas those vaccinated with the classical subunit vaccines were not, or were only partially protected. The kinetics of specific serum antibody development in the iscom-vaccinated monkeys after challenge were quite similar to those of monkeys after secondary infection with the same virus. In contrast, the post-challenge kinetics of serum antibody development in the monkeys vaccinated with the classical subunit vaccines resembled those of naive monkeys, confirming that these vaccines only provided limited protection in such animals.

Skeletal muscle ventricles: a promising treatment option for heart failure

Our most recent work on cardiac assist with canine latissimus dorsi muscle in a skeletal muscle ventricle (SMV) configuration is reported here. One animal's SMV has been pumping blood effectively in the circulation for more than 16 months. To date there is no evidence of thromboembolism, and the dog has suffered no untoward effects. It has recently been shown, in a mock circulation study, that canine SMVs are capable of developing stroke work, at physiological preloads, much greater than that of the right ventricle and equivalent to that of the left ventricle. The improved ability of conditioned SMVs to perform work, independent of the circulation, during severe hypotension is also demonstrated. In the face of a 75% drop in left ventricular stroke work, the SMV stroke work dropped by only 50%. The continuing work on this subject suggests that a skeletal muscle ventricle may have the potential of becoming a viable alternative in the treatment of heart failure.