Designing a teacher dashboard to support primary school teachers’ direct strategy instruction and students’ self-regulated learning

Self-regulated learning (SRL) is crucial for students’ lifelong learning skills, encompassing planning, monitoring, and control. In the Netherlands, adaptive learning technologies (ALTs) are widely used in math education in primary schools, assisting students with feedback and difficulty adjustments based on students’ levels. However, students still need to invest effort and monitor their progress. Teachers play a vital role in teaching SRL strategies. Direct strategy instruction is an effective way to teach these strategies. Yet, existing SRL dashboards lack focus on strategy instruction and theory-driven design. To address these gaps, we aimed to create a classroom-level teacher dashboard through an iterative co-design process based on teacher input and theoretical foundations. To achieve this, we conducted two rounds of interviews with the focus of investigating relevant SRL indicators, teachers’ design preferences, and evaluation and optimization of low-fidelity prototypes based on these findings. This study sets the groundwork for future SRL dashboards that enhance teachers’ strategy instruction.