Scaffolding Feedback Literacy and Self-Regulated Learning using Learning Analytics and Artificial Intelligence

This thesis explores how LA can be used to scaffold feedback literacy and self-regulated learning skills by investigating the interplay between feedback literacy and SRL -- a relationship where each construct reinforces the other. Students with strong feedback literacy are better equipped to regulate their learning (e.g., using feedback to guide their learning strategies), while effective SRL strategies (e.g., monitoring progress) enhance students’ capacity to internalise and apply feedback. By addressing the underexplored connection between feedback literacy and SRL using LA, this research seeks to provide a more comprehensive understanding of their relationship and support their development in educational contexts.