Computer-Supported Regulation of Learning for Primary School Students in a Collaborative STEAM Module

In the context of computer-supported collaborative learning, primary school students' (N = 21) use of self-regulated learning (SRL) and socially shared regulation of learning (SSRL) strategies was supported with group-level digital learning diaries during a fifteen-week-long STEAM learning module.The aim was to explore used SRL and SSRL strategies and their relation to motivation in terms of interest.This study provides detailed information about the regulation processes of primary school students during a collaborative STEAM module.