To perform successfully in higher education learners are considered to engage in self-regulation. Prompts in digital learning environments aim at activating self-regulation strategies that learners know but do not spontaneously show. To investigate such interventions learning analytics approaches can be applied. This quasi-experimental study (N = 110) investigates whether different prompts based on theory of self-regulated learning (e.g., cognitive, metacognitive, motivational) impact declarative knowledge and transfer, perceptions as well as online learning behavior, and whether trace data can inform learning performance. Findings indicate small effects of prompts supporting the performance in a declarative knowledge and transfer test. In addition, the prompted groups showed different online learning behavior than the control group. However, trace data in this study were not capable of sufficiently explaining learning performance in a transfer test. Future research is required to investigate adaptive prompts using trace data in authentic learning settings as well as focusing on learners' reactions to distinct prompts.

为了在高等教育中取得成功，学习者被认为要进行自我调节。数字学习环境中的提示旨在激活学习者知道但不会自发展现的自我调节策略。为了调查这种干预，可以应用学习分析方法。这项准实验研究（N = 110）调查基于自我调节学习理论（例如，认知，元认知，动机）的不同提示是否会影响陈述性知识和转移，知觉以及在线学习行为，以及痕迹数据是否可以为学习绩效提供信息。调查结果表明，声明性知识和迁移测试中支持绩效的提示产生的微小影响。此外，提示组显示出与对照组不同的在线学习行为。但是，这项研究中的跟踪数据无法充分说明迁移测试中的学习表现。需要进行进一步的研究，以在真实的学习环境中使用跟踪数据来调查适应性提示，并关注学习者对不同提示的反应。