Beyond Content Delivery
A Systematic Review of Video-Based SRL Interventions and Gaps in Explicit Motivational and Resource-Management Instruction
Bibliographic Data
| ID | 22431397 |
|---|---|
| Authors | Anat Cohen (0009-0000-2309-5426, Tel Aviv University), Orit Ezra (0000-0001-6596-1345, Tel Aviv University), Efrat Michaeli (Tel Aviv University), G S Cohen (0000-0001-6264-781X, Tel Aviv University), Hagit Gabbay (0000-0002-2012-1964, Tel Aviv University), Alla Bronshtein (Tel Aviv University, Tel Aviv 6139001, Israel) |
| Year | 2026 |
| Volume | 14 |
| Issue | 2 |
| Pages | 33 |
| Publication date | 2026-02-14 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Intelligence (JOURNAL) |
| Journal identifiers | ISSN: 2079-3200 • E-ISSN: 2079-3200 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/jintelligence14020033 |
| Language | EN |
| References cited | 54 |
Self-regulated learning (SRL) is a critical competency for learners in increasingly technology-enhanced educational environments, yet little is known about how SRL is fostered within video-based interventions in K-12 settings. While existing reviews and meta-analyses focus on the effectiveness of SRL interventions, this study aims to address current gaps by specifically examining the implementation processes, instructional tools, and the role of video. Addressing this, the present study conducted a systematic literature review of peer-reviewed K-12 intervention studies published since 2010, guided by PRISMA standards and other methodological frameworks in the field of SRL. 30 quantitative or mixed-methods studies focusing on K-12 SRL interventions were selected from Web of Science and ERIC, with the requirement that video served as an instructional component rather than a research tool. These studies were then systematically coded by eight researchers for SRL strategies, instructional methods, video roles, and pedagogical settings. Findings show that most video interventions targeted multiple SRL strategies across different phases of the SRL cycle, offering a comprehensive approach to fostering regulation. However, while cognitive and metacognitive strategies were frequently addressed, motivational and resource-management strategies were seldom included within explicit instruction, which focused primarily on cognitive and metacognitive training. Video played multiple pedagogical roles, including delivering disciplinary content, teaching SRL strategies, or combining both. A thematic analysis identified four pedagogical settings that characterized successful interventions: Teacher-guided, Active, Social, and Knowledge-based (TASK) learning. These settings appear to mitigate common challenges of video-based learning, such as cognitive load and learner passivity. The review contributes a novel synthesis of SRL-video integration and proposes TASK learning as a framework for designing SRL interventions.
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| Highly cited | No |
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