Time will tell: The role of mobile learning analytics in self-regulated learning
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Notifications can positively affect time management skills.
“Tabuenca et al. (2015) noted that notifications can positively affect time management skills.”
From You have a notification: the role of push notifications in shaping students’ engagement, self-regulation and academic procrastination (2025) · cites this paper as Tabuenca et al. (2015)
Tabuenca et al. (2015) found students most active on mobile phones from 9 a.m. to 3 p.m.
“This finding is also partially supported by Tabuenca, Kalz, Drachsler, and Specht (2015), who found that students were most active on their mobile phones from 9 a.m. to 3 p.m.”
From When Do Learners Study? (2022) · cites this paper as Tabuenca, Kalz, Drachsler, and Specht (2015)
Notifications are typically sent at random times or hard-coded times in the LMS app, which might not be based on theoretical/empirical reasoning and might result in undesirable learning impacts.
“Typically, notifications are sent at a random time of day or whatever time has been hard-coded in the LMS app-which might not be based on theoretical/empirical reasoning, both of which might result in undesirable learning impacts (Tabuenca et al., 2015; Stockwell, 2010).”
From When Do Learners Study? (2022) · cites this paper as Tabuenca et al., 2015
Cites
SUS: A 'Quick and Dirty' Usability Scale
(1996) · Usability Evaluation In Industry · doi:10.1201/9781498710411-35 · Cited by 8,989 · see citing works
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The current landscape of learning analytics in higher education
Viberg, O., Hatakka, M., Bälter, O., & Mavroudi, A. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.07.027 · Cited by 766 · see citing works
Ethical issues in learning analytics: a review of the field
Tzimas, D., & Demetriadis, S. (2021) · Educational Technology Research and Development · doi:10.1007/s11423-021-09977-4 · Cited by 119 · see citing works
Alvarez, R. P., Jivet, I., Perez-Sanagustin, M., Scheffel, M., & Verbert, K. (2022) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2022.3193271 · Cited by 81 · see citing works
Kaliisa, R., Misiejuk, K., López-Pernas, S., Khalil, M., & Saqr, M. (2024) · Proceedings of the 14th Learning Analytics and Knowledge Conference · doi:10.1145/3636555.3636884 · Cited by 75 · see citing works
Viberg, O., Wasson, B., & Kukulska-Hulme, A. (2020) · Australasian Journal of Educational Technology · doi:10.14742/ajet.6494 · Cited by 58 · see citing works
“Scholars have shown that different LA approaches can be used to measure and support student SRL (Noroozi et al., 2019; Pardo et al., 2017; Tabuenca et al., 2015).”
BackgroundSynergies of Learning Analytics and Learning Design: A Systematic Review of Student Outcomes
Blumenstein, M. (2020) · Journal of Learning Analytics · doi:10.18608/jla.2020.73.3 · Cited by 54 · see citing works
Exploring Students’ Use of a Mobile Application to Support Their Self-Regulated Learning Processes
Baars, M., Khare, S., & Ridderstap, L. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.793002 · Cited by 36 · see citing works
Hill, T., Chidambaram, L., & Summers, J. D. (2016) · Behaviour & Information Technology · doi:10.1080/0144929x.2016.1189964 · Cited by 20 · see citing works
Sher, V., Hatala, M., & Gašević, D. (2022) · Journal of Learning Analytics · doi:10.18608/jla.2022.6697 · Cited by 12 · see citing works
“Typically, notifications are sent at a random time of day or whatever time has been hard-coded in the LMS app—which might not be based on theoretical/empirical reasoning, both of which might result in undesirable learning impacts (Tabuenca et al., 2015; Stockwell, 2010).”
BackgroundMumcu, B. B., & Çebi, A. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00537-x · Cited by 7 · see citing works
“Tabuenca et al. (2015) noted that notifications can positively affect time management skills.”
Xia, Q. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2025.2559923 · Cited by 5 · see citing works
- Authors
- Tabuenca, B., Kalz, M., Drachsler, H., & Specht, M.
- Affiliations
- Open University of the Netherlands (NL)
- Corresponding author
- Tabuenca, Bernardo
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2015-11
- Volume
- 89
- Pages
- 53-74
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W1897126621
- Cited by
- 242
- References
- 1
- Citations by year
- 2026: 9 · 2025: 10 · 2024: 20 · 2023: 18 · 2022: 31 · 2021: 26 · 2020: 31 · 2019: 24 · 2018: 33 · 2017: 19 · 2016: 9 · 2015: 7 · 2014: 4 · 2013: 1
- FWCI
- 61.12
- Type
- journal article
- Language
- en
- Open access
- green
- research.ou.nl
- Licence
- cc-by-nc-nd
- www.elsevier.com/tdm/userlicense/1.0/ (tdm)
- Locations
- Computers & Education (publishedVersion)
- DSpace (Open University in the Netherlands) (publishedVersion, cc-by-nc-nd)
- DSpace (Open University in the Netherlands) (submittedVersion, cc-by-nc-nd)
- DSpace (Open University in the Netherlands) (submittedVersion, other-oa)
- Funders
- Learning Analytics Community Exchange (LACE) project
- European Commission (619424)
- Topics
- Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- student self-regulation, time tracking, time management, mobile notifications, reflective practice, online courses, graduate students, mobile learning
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