Blended Self-Regulated and Reflective Learning in Graphic Design Instruction Supported by a Smart Education Platform

This paper develops and evaluates a blended instructional model that integrates self-regulated learning and reflective learning in a graphic design course supported by a smart education platform. The model addresses limited class hours, wide differences in student foundations, and pressures created by rapid tool iteration and generative artificial intelligence. The paper asks whether platform-supported self-regulation and structured reflection can improve design ability, self-regulated learning, and reflective practice. A quasi-experimental non-equivalent control group design was used with 73 second-year educational technology students. The experimental group (n=37) followed the blended model, while the control group (n=36) followed conventional project-based instruction. Instruction spanned 16 weeks in both groups and was delivered by the same teacher team, with identical content and hardware. Our data set comprised design product scores, a revised self-regulated learning scale, a design reflection quality rubric, platform logs, and interviews. Analysis of covariance and t tests showed that the experimental group scored significantly higher on design product quality, originality, self-regulated learning, and reflection quality. Platform logs also revealed more frequent and more varied learning activity. We read these results as evidence that smart education environments can support personalized exploration and structured reflection; their integration, in turn, appears to promote design thinking and professional development. The paper contributes a practical framework for design education in digital contexts and identifies adaptation, tool dependence, and teacher workload as implementation challenges.