In computer-based learning environments (CBLEs), adopting effective self-regulated learning (SRL) strategies requires sophisticated coordination of multiple SRL processes. While various studies have proposed adaptive SRL scaffolds (i.e. real-time advice on adopting effective SRL processes) and embedded them in CBLEs to facilitate learners' effective use of SRL strategies, two key research gaps remain. First, there is a lack of research on SRL scaffolds that are based on continuous assessment of both learners' SRL processes and learning conditions (e.g., awareness of learning resources) to provide adaptive support. Second, current analytics-based scaffolding mechanisms lack the scalability needed to effectively address multiple learning conditions. Integration of analytics of SRL with generative artificial intelligence (GenAI) can provide scalable scaffolding for real-time SRL processes and evolving conditions. Yet, empirical studies implementing and evaluating effects of this integration remain scarce. To address these limitations, we conducted a randomized control trial, assigning participants to three groups (control, process only, and process with condition groups) to investigate the effects of using GenAI to turn insights from real-time analytics about students' SRL processes and conditions into adaptive scaffolds. The results demonstrate that integrating real-time analytics with GenAI in adaptive SRL scaffolds - addressing both SRL processes and dynamic conditions - promotes more metacognitive learning patterns compared to the control and process-only groups. In addition, the learners showed varying levels of compliance with analytics-based GenAI scaffolds, and this was also reflected in how the learners coordinated their SRL processes, particularly in the performance phase of SRL. This study contributes to the literature by designing, implementing, and evaluating the impact of adaptive scaffolds on learners' SRL processes using real-time analytics with GenAI.

Temporality in Self-Regulated Learning (SRL) has two perspectives: one as a passage of time and the other as an ordered sequence of events. Each of these conceptions is distinct and requires independent considerations. Only a single analytic method is not sufficient in adequately capturing both these facets of temporality. Yet, most research uses a single method in temporally-focused SRL research, and those that use multiple methods do not address both aspects of temporality. We propose CTAM4SRL, a consolidated temporal analytic method which combines advanced data visualisation, network analysis and pattern mining to capture both facets of temporality. We employ CTAM4SRL in a cohort of 36 learners engaged in a reading-writing activity. Using CTAM4SRL, we were able to provide a rich temporal explanation of the interplay of the self-regulatory processes of the learners. We were further able to identify differences in SRL behaviours in high and low performers in terms of their approach to learning comprising deep and surface strategies. High performers were able to more selectively and strategically combine deep and surface learning strategies when compared to low scorers– a behaviour which was only hypothesised in SRL literature previously, but now has empirical support provided by our consolidated analytic method.

In the past, unraveling learner interaction data in TELE was a challenge. However, the advent of LA has helped in uncovering latent information in log data to scaffold learning. This paper focuses on learner interaction in VeriSIM, a TELE, to teach software design diagrams. The learners’ performance in the system is used to categorize them into three groups, namely, "full scorers", "partial scorers", and "give uppers". Our analysis found that the full scorers spend a significantly higher duration per action than the give-uppers in an introductory challenge presented in the learning environment. Further analysis unravels the strategies used by consistent and inconsistent learners, and it was observed that the learner interaction strategies evolve with increasing difficulty levels as they navigate through the challenges.