CURRICULUM, INSTRUCTION, AND PEDAGOGY article
Front. Comput. Sci.
Sec. Human-Media Interaction
Volume 7 - 2025 | doi: 10.3389/fcomp.2025.1593889
eduScrum meets focUS: A computer-assisted training to promote selfregulation skills in Higher Education
Provisionally accepted
- 1University of Stuttgart, Teaching and Learning with Intelligent Systems, Stuttgart, Baden-Württemberg, Germany
- 2University of Stuttgart, Interchange Forum for Reflecting on Intelligent Systems, Stuttgart, Germany
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Given the ever-evolving demands of the professional world, Higher Education plays a vital role in equipping students with strategies for self-organized and sustainable skill development. This enables students to quickly and independently adapt to new knowledge and skills throughout their careers. Therefore, it is of the essence to integrate methods that enhance self-regulation skills into our study programs, alongside the instruction of specific subject-matter expertise. Addressing these demands, we introduce a focused training that embeds the assistive software tool focUS into a structured seminar concept, leveraging eduScrum elements and accompanying learning communities. After introducing the results of a pilot evaluation with a small group of interdisciplinary doctoral students, we discuss possibilities of technical and conceptual integration in course curricula and learning counseling in Higher Education. Taken together, our approach indicates value for empowering future professionals across various domains to unleash their full potential.
Keywords: Self-regulation, Metacognitive feedback, higher education, Computer-assisted interventions, Agile learning
Received: 14 Mar 2025; Accepted: 12 Aug 2025.
Copyright: © 2025 Schmitz-Hübsch, Bareiß, Jahn and Wirzberger. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Maria Wirzberger, University of Stuttgart, Teaching and Learning with Intelligent Systems, Stuttgart, Baden-Württemberg, Germany
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