Compared with classroom learning, online learning requires students to self-regulate their learning processes and to maintain their motivation to achieve their learning goals. This study investigated whether the interventions based on the Attention, Relevance, Confidence, and Satisfaction model and the modified Introducing the new concepts, Metacognitive questioning, Practicing, Reviewing and reducing difficulties, Obtaining mastery, Verification, and Enrichment method can promote students’ motivation and use of self-regulated learning (SRL) strategies in a web-based mathematics learning environment. Two-hundred thirty-six Chinese high school students were randomly divided into four groups: motivational design group, SRL intervention group, motivational design and SRL intervention group, and the control group. Questionnaires and tests were administered to measure the changes in motivation, use of SRL strategies, and academic gains before and after the respective interventions. Findings of this study suggest that the knowledge gain of students learning mathematics online can be maximized when they receive instructional assistance in both motivation and use of SRL strategies.

Multiple studies have examined learning and training for autistic students to improve their quality of life by using eXtended-Reality (XR) technologies which mainly include Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). Nevertheless, little is known about how technical features and technology affordances of the XR environment are used and addressed in these studies. In this paper, we reviewed 66 empirical studies regarding XR for autistic individuals and examined the corresponding research designs from three major dimensions, namely, autonomy (i.e., the degree of freedom users have), Human-Computer Interaction (HCI), and the sense of presence. We then investigated the technical features and technology affordances in these studies through the lenses of these three dimensions. Fifty-four (81.82%) studies used VR as their interventional tool, eleven (16.67%) used AR, and only one (1.52%) used MR. Results showed that the use of different XR platforms is closely related to the technical features, technology affordances, and study characteristics. We further provided an extraction of the essentials that serves as a practical reference for educational researchers and practitioners to inspect the design and implementation of XR technologies in learning and training environments for autistic students.