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Exploring the influence of regulated learning processes on learners’ prestige in project-based learning

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Abstract

With the development of information and communication technology, project-based learning (PBL) has become an important pedagogical approach. Group leaders are critical in PBL, and prestige influences learner leadership. Regulation affects learners’ prestige, but research on their relationship is lacking. Through content analysis and epistemic network analysis, we examine the regulatory patterns of 21 learners engaged in multi-layered online PBL through online collaborative learning activities over 14 weeks. The analysis results show that: (1) High-prestige learners engaged significantly in “socially shared regulation (U = 24.0, Z = -2.183, p = 0.029)”, “monitoring (U = 26.5, Z = -2.008, P = 0.043)”, “task understanding (U = 15.0, Z = -2.829, p = 0.004)”, and “organizing O (U = 20.5, Z = 0.015, p = 0.013)”. (2) The regulatory patterns during PBL stages show that high-prestige learners focus on task dimensions in intra-group discussions. (3) High-prestige learners display positive emotions in inter-group assessments and intra-group refinements. In contrast, low-prestige learners exhibit higher negative emotional engagement. (4) There is a strong correlation between socially shared regulation (GRG = 0.780), content monitoring (GRG = 0.728), and learners’ prestige. Socially shared regulation (p = 0.001), self-regulation (p = 0.001), monitoring (p = 0.006), evaluation (p = 0.019), content monitoring (p = 0.000), and process monitoring (p = 0.018) all significantly positively impact learners’ prestige. The findings suggest that providing self-regulation and socially shared regulation scaffolding for PBL and utilizing various other methods to enhance learner regulation of learning are likely to increase learners’ prestige and PBL effectiveness.

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Data Availability Statement

The datasets and code generated during the current study will be available in the GitHub repository.

Code Availability

The code will be released to GitHub once the paper being published.

Notes

  1. http://irclogs.ubuntu.com/

  2. https://gephi.org/

  3. https://www.python.org/

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Acknowledgements

We would like to express our sincere gratitude to Xuelin Xiang for assisting us in completing the coding. We also thank the three reviewers for their valuable suggestions for improvement.

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  1. Department of Information Science, University of North Texas, 3940 North Elm, Denton, Texas, 76203, USA

    Fengjiao Tu, Junhua Ding & Haihua Chen

  2. Faculty of Artificial Intelligence in Education, Central China Normal University, NO.152 Luoyu Road, Wuhan, 430079, Hubei, China

    Linjing Wu

  3. Department of Learning Technology, University of North Texas, 3940 North Elm, Denton, Texas, 76203, USA

    Kinshuk

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All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Fengjiao Tu and Linjing Wu. The first draft of the manuscript was written by Fengjiao Tu and Haihua Chen, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

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Tu, F., Wu, L., Kinshuk et al. Exploring the influence of regulated learning processes on learners’ prestige in project-based learning. Educ Inf Technol 30, 2299–2329 (2025). https://doi.org/10.1007/s10639-024-12870-1

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