Enhancing Self‐Regulation Through a Digital Homework Method: Comparing Digital <scp>MITCA</scp> and Traditional Homework Approaches

ABSTRACT This study explores the comparative effectiveness of two versions of the MITCA homework method—paper‐based and digital—in promoting self‐regulated learning (SRL) among 1170 primary school students in Spain. Over 12 weeks, students completed tasks in core subjects across three groups: MITCA paper, MITCA digital, and a control group following standard homework practices. Results show that MITCAdigital significantly improved behavioural self‐regulation, particularly in time management and task planning. In contrast, MITCApaper enhanced students' ability to manage their physical study environment more effectively. No significant differences were observed between groups in information‐seeking or help‐seeking behaviours. The findings suggest that while both formats support SRL, each offers distinct advantages. Paper‐based materials promote environmental organisation through their engaging nature, whereas digital platforms enhance planning and behaviour regulation. These results highlight the importance of tailoring homework design to specific self‐regulatory goals and suggest the potential of hybrid models that combine the strengths of both approaches.