Title: Comment on Perry & Winne’s “Learning from Learning Kits: gStudy Traces of Students’ Self-Regulated Engagements with Computerized Content”.
The comment starts with a review of the authors’ four phase model of SRL as metacognitive, motivated, and strategic where it is suggested to complete the model with aspects of motivation, emotion, and attribution. Furthermore, integrating theories about “online motivation” within the model’s internal regulatory part and framing it with elements of interest theory could increase the explanatory power in view of the dynamics in the regulatory component. The authors’ critics of methodological shortcomings and their preference of “in vivo” indicators about learners’ tactics is acknowledged although their meaning of “validity” needs further elaboration, especially with regard to a precise definition of adequate parameters that depict significant characteristics of traces and of time-related changes. With respect to the Learning Kit Project, a parallel on-line measure of concurrent motivational and emotional states is suggested as well as an emphasis on regulatory aspects having their source in dynamic interactions between cognition, motivation, and emotion. Regarding the accompanying software, considering the difference in perspectives, roles, and needs of teachers and researchers and to integrate project and software into a more explicit instructional concept could help to realize its promising and challenging target even more efficiently. This article talkes about the use of ‘interest’ which will help motivate the students. If a student is working on a topic or subject that interest them they are more inclined to work at their full potential rather then working on something they do not like or may not understand. Ultimatly the work will also be of a better standard as the student will work harder and the finshed product will be better.
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