Abstract The open learner model (OLM) represents the knowledge or skill levels of learners in various ways, encouraging learners to actively participate in thinking about and crafting their own learning. Despite the important roles that OLMs play in higher education to support the learning process and self-regulated learning (SRL) in particular, there are few studies systematically reviewing OLM technology in higher education, and investigating their potential to foster self-regulated learning. Therefore, we carried out a systematic review of a 30-year sample of OLM studies in higher education and identified 64 articles that study the use of OLMs in supporting SRL. Our findings show that OLMs have been mainly used to support learners' cognition and a bit less metacognition and motivation; however, emotional support has been rarely provided. The most supported ones are Appraisal and Performance phases; Preparation of learning is enhanced by OLMs not so often. Although learners can edit or negotiate with their learning model in advanced ways, a simple inspectable OLM is more preferred. Reliance on unobservable nodes is less favored in modeling techniques in OLMs because such methods are highly dependent on expert authoring, thereby time-intensive and costly. Comparison and color-coding are two most-used features in OLMs, where the comparison feature is often used for enhancing learners’ engagement and motivation.

中文翻译：

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支持高等教育自主学习的开放学习者模型：系统文献综述

摘要 开放学习者模型（OLM）以多种方式代表学习者的知识或技能水平，鼓励学习者积极参与思考和创造自己的学习。尽管 OLM 在高等教育中发挥重要作用，以支持学习过程，尤其是自律学习 (SRL)，但很少有研究系统地审查高等教育中的 OLM 技术，并调查其促进自律学习的潜力。因此，我们对高等教育中 30 年的 OLM 研究样本进行了系统回顾，并确定了 64 篇研究使用 OLM 支持 SRL 的文章。我们的研究结果表明，OLMs 主要用于支持学习者的认知，较少用于元认知和动机；然而，很少提供情感支持。最受支持的是评估和绩效阶段；OLM 并不经常增强学习准备。虽然学习者可以以高级方式编辑或协商他们的学习模型，但更喜欢简单的可检查 OLM。在 OLM 中的建模技术中不太喜欢依赖不可观察的节点，因为这种方法高度依赖于专家的创作，因此既费时又费钱。比较和颜色编码是 OLM 中两个最常用的功能，其中比较功能通常用于增强学习者的参与度和动机。在 OLM 中的建模技术中不太喜欢依赖不可观察的节点，因为这种方法高度依赖于专家的创作，因此既费时又费钱。比较和颜色编码是 OLM 中两个最常用的功能，其中比较功能通常用于增强学习者的参与度和动机。在 OLM 中的建模技术中不太喜欢依赖不可观察的节点，因为这种方法高度依赖于专家的创作，因此既费时又费钱。比较和颜色编码是 OLM 中两个最常用的功能，其中比较功能通常用于增强学习者的参与度和动机。