Anne Horvers ^* Rianne Kooi Carolien A. Knoop-van Campen Rick Dijkstra Martine Baars Inge Molenaar

• Behavioural Science Institute, Radboud University, Nijmegen, Netherlands

Monitoring and controlling learning is often difficult for primary school students. This issue is partially resolved when Adaptive Learning Technologies (ALTs) take over part of these selfregulated learning (SRL) processes. Trace data in ALTs provides elaborate information on students' learning process, which can be translated into monitoring support. However, this data does not provide insight into students' goal-setting behavior, which is a crucial part of the monitoring loop. Therefore, we developed a form of co-regulation between the student and the ALT with goal-setting prompts and monitoring support. This experimental study compared an experimental condition that worked with the co-regulation intervention while working on mathematics problems in the ALT with a control condition that only practiced with the ALT. Firstly, we examined the effects of coregulation with ALTs on regulation of practice behavior and learning outcomes by comparing the experimental and control conditions. Secondly, to gain further insight into students' goal-setting behavior in co-regulation, we examined how the experimental condition set their goals and attained them. Results showed that students in the experimental condition were more effective in regulating their practice behavior, shown by more problems solved and higher accuracy than the control condition. Similar learning gain was found in both conditions on the easy and intermediate learning topics. For the hard learning topic, the control condition showed a higher learning gain. Higher week goals than day goals on all three learning topics and similar goals were set between the learning topics. Students' goal attainment was less for the easy compared to the hard learning topic. Combined, these results indicate that co-regulation with an ALT positively affects students' regulation of practice behavior and goal-setting behavior but does not yet increase learning gain. A practical implication is that teachers could support students by explicitly providing students with goal-setting opportunities.