A PROTOTYPE DEVELOPMENT FOR FACILITATING STUDENTS’ TASK INTERPRETATION AS A SELF-REGULATED LEARNING FEATURE IN AN ONLINE LEARNING CONTEXT

Abstract

This study aims to provide recommendations for interaction design to enhance students’ task interpretation, as one of the crucial aspects of Self-Regulated Learning (SRL) in online learning environments. Utilizing the Engineering Design Metacognitive Questionnaire (EDMQ), open-ended questions, and in-depth interviews, this study examines the implementation of task interpretation among students in software development courses at a reputable public university in Indonesia. The interaction design was developed considering Schneiderman’s Eight Golden Rules, identifying students’ task interpretation implementation and user needs. Evaluation results revealed an Acceptable SUS Score. The prototype is expected to be applied to e-learning systems to help improve students’ task interpretation.