The Construction of a Visualization-Supported Online Self-Regulated Learning Model

This study aims to construct a Visualization-Supported Online Self-Regulated Learning (V-OSRL) model to address the challenges in online self-regulated learning and enhance learning outcomes through visualization technology. Based on Social Cognitive Theory and integrating Activity Theory, Self-Determination Theory, Social Comparison Theory, and Dual Coding Theory, this research proposes a systematic theoretical framework for online self-regulated learning from the perspective of the triadic reciprocal relationship among person, behavior, and environment. By analyzing common problems in online self-regulated learning, the study explores the potential advantages of visualization technology in optimizing the learning environment and enhancing learners' self-regulation abilities. The design of the V-OSRL model follows principles including the purposefulness of learning support, interactivity of the learning process, dynamic development of learning, and systematic integration of learning elements. The model uses visualization technology to present the learning process and outcomes, providing personalized learning support for learners. The results show that the model can effectively improve learners' self-regulated learning abilities and learning outcomes, offering a new theoretical and practical perspective for the design of online learning environments.