ABSTRACT
By “computerized interventions” we mean learning materials which are located on computers and can be accessed on computers in schools. By “online interventions” we mean learning materials which are delivered through the internet and can be accessed in any place (and often at any time). Reviews of research tended to focus on prompts and scaffolds in digital environments, seeking to determine which were effective. They generally produced a significantly positive effect on academic performance (ES = 0.44, 0.40) and self-regulated learning activities (ES = 0.50). Adaptive scaffolding was more effective than fixed scaffolding. Self-regulation training enhanced both problem-based learning and peer assessment in digital environments. However, the specimen program showed that very brief metacognitive training was unlikely to be effective, but metacognitive prompting during the task certainly was effective.
