Abstract This study examines the relationship between self-regulated learning (SRL) and learning transparency in digital learning environments. Using a digital learning environment on the topic of chemical equilibrium as an example, the study examines how to promote the planning, execution, and self-reflection of learning processes in line with Zimmerman’s SRL model by making the learning objectives explicit to secondary school students. The aim is to support learners in SRL within digital learning environments, on the one hand, and with complex chemistry topics, on the other hand, as both pose significant demands on (meta-)cognitive abilities. An initial practicality check with first-year primary school teacher trainees showed that structured learning objectives can help learners organize themselves and assess their own learning. At the same time, potential for optimization was identified concerning the design of the learning environment and its functionality. The results highlight the potential of learning objectives as a central tool for fostering metacognitive, cognitive, and motivational strategies in digital chemistry education. In the next step, the study will be conducted with a larger sample of students to comprehensively evaluate the effects of the learning objectives.
Bergander et al. (Tue,) studied this question.