DEVELOPING STUDENTS' SELF-REGULATED LEARNING SKILLS USING DIGITAL LABORATORIES IN PHYSICS EDUCATION

Abstract

This article examines the role of digital laboratories in developing self-regulated learning (SRL) skills among university enrolled in a physics course. The primary aim of the study is to assess the impact of digital laboratories on the development of essential SRL components, including goal – setting, planning, monitoring and self- assessment, in comparison to traditional laboratory formats. In modern education, SRL skills are recognized as crucial competencies. Therefore, identifying effective tools to cultivate these skills is highly relevant. The article explores why students encounter difficulties with self- regulation and clearly outlines the advantages and disadvantages of digital laboratories, as well as the stages of the research process.  It presents the theoretical foundations of SRL, offers a comparative analysis of laboratory practices, details the research methodology, and reports the empirical findings. The laboratory sessions employed the user-friendly, multifunctional digital laboratory devices Releon Air and Releon Lite. During the study, students participated in both traditional and digital laboratory formats and completed pre- and post-tests. The experiment involved 45 students from the selected higher education institution. The test results were analysed using IBM SPSS Statistics Version 29. To assess self – regulation skills, the most widely used measurement tool worldwide, the MSLQ, was employed. The findings indicate that digital laboratories enhance students’ active engagement in the learning process. Consequently, digital laboratories assist students in developing skills in planning, executing, and evaluating their own learning activities, while also increasing their responsibility and motivation. The results demonstrate that digital laboratories not only aid in understanding complex physics concepts but also improve students’ self-regulated learning skills.