MICROLEARNING AND SELF-REGULATED LEARNING IN HIGHER EDUCATION STUDENTS: A SYSTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.21009/ishel.v2i1.70235Keywords:
microlearning, self-regulated learning, higher education, systematic literature review, PRISMAAbstract
Microlearning delivers content in short, focused, and accessible units and has expanded rapidly in higher education, yet its relationship with students’ self-regulated learning (SRL) has not been systematically mapped. This study charts microlearning design features and their influence on SRL through a systematic literature review following the PRISMA 2020 framework. Scopus was searched using terms for microlearning, SRL-related constructs, and higher education, restricted to English-language, open-access records published after 2014. The search returned 63 records; after abstract-level screening and eligibility assessment, 49 studies were included in the narrative synthesis. Engagement (36 studies) and motivation (21 studies) were the most frequently reported SRL constructs, while generative AI (10 studies), mobile applications (7 studies), and gamification (7 studies) were the most common delivery modalities. Four mechanisms emerged: reduced cognitive load, spaced repetition, content personalization, and greater flexibility over the learning process. Self-regulation and metacognition were rarely measured directly. These findings provide a roadmap for designing microlearning interventions that more deliberately strengthen students’ capacity to regulate their own learning.
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