In this subproject, digital learning journals are used as a learning method for reviewing a learning unit (e.g., after watching a learning video). Writing learning journals can promote the activation of cognitive and metacognitive learning strategies as well as learning success and interest in the learning content through mechanisms such as cognitive offloading and the genre-free principle (N\u00fcckles et al., 2020). The project investigates the extent to which the use of strategies when writing learning journal entries can be further promoted by individual feedback. Initial findings indicate that feedback can have a particular impact on the extent and quality of elaboration strategies (N\u00fcckles et al., 2005; N\u00fcckles, T., 2019; Roelle et al., 2011). In addition, we are investigating whether and how generative AI language models (e.g., ChatGPT) can be used to generate feedback. As part of this subproject, learning journals are currently being examined in the subject of educational psychology among high school students.<\/i><\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div>