#1116: Effects and Mechanisms of Learning Analytic-Supported Reflective Assessment for Promoting Metacognitive Regulation among Undergraduates

Metacognitive regulation is critical for effective learning, yet many undergraduates lack the necessary skills to self-regulate. This study conducted an 18-week quasi-experimental investigation with 88 undergraduates in a Knowledge Building (KB) environment to examine how learning analytics-supported reflective assessment (LAsRA) influences collaborative knowledge creation and metacognitive regulation. Group Communication Analysis (GCA) and Epistemic Network Analysis (ENA) were employed to analyze students’ discourse and regulatory networks. GCA results showed that the experimental group significantly outperformed the control group in knowledge creation, exhibiting highly cohesive discourse. ENA revealed that LAsRA facilitated a critical shift toward socially shared and deep-level metacognitive regulation. Rather than merely monitoring outcomes, students successfully constructed a dynamic collaborative cycle of "goal-setting—process monitoring—reflective evaluation—dynamic regulation." Findings suggest that analytics-supported reflective assessment provides an effective pathway to foster a community-level, self-improving regulatory environment, fundamentally enhancing students' metacognitive capabilities and collective knowledge advancement.