2026, 16, 1563 13 of 19 duration and intensity, which varied widely and were practically impossible to categorize

The gap

Evidence profile

Sourced from the limitations section and inline gaps and discussion of the source papers, classified as general, drawn from work published between 2025 and 2026, spanning 2 journals. Those papers have been cited 25 times in total.

Supporting evidence — 3 representative gaps

• Systematic Review of the Literature on Interventions to Improve Self-Regulation of Learning in First-Year University Students (2025) · Education Sciences · cited 25× · doi

  The success of the intervention faded by the second year, underscoring the need for intervention continuity throughout the university program, - The measurement instruments used to assess intervention effectiveness can introduce subjective biases, - The lack of specific training, excessive teaching workload, and limited technological or administrative resources can constrain the effectiveness and sustainability of interventions, - The selection of databases and the defined time frame may limit the study's identification and scope

  generallimitations section
  Keywords: success intervention faded second year underscoring need continuity
• Can explainable AI scaffolding reduce cognitive load and enhance embodied expression? A quasi-experimental study of multilingual vocal learning in Bel Canto education (2026) · Frontiers in Psychology · doi

  Although 16- week intervention period observes significant effects, with five repeated measurement points (baseline plus Weeks 4, 8, long-term 12, 16) characterizing within-semester trajectories, retention effects remain unclear, requiring tracking research evaluation. The 16-week intervention period covers a complete teaching semester and is sufficient to characterize within- semester learning trajectories, while longer-term skill retention and transfer effects remain to be evaluated through follow-up tracking research.

  generalinline gapsevidence 5/5
  Keywords: ects semester week intervention period term within trajectories retention remain tracking observes signi cant repeated
• Who Gets Engaged? Zoomed in on Diversity Interventions in STEM Education (2026) · Education Sciences · doi

  2026, 16, 1563 13 of 19 duration and intensity, which varied widely and were practically impossible to categorize. Furthermore, our analysis uncovered inconsistencies and a lack of standardization in intervention reporting, hampering both nuanced assessment and applicability and transferability to other contexts. The review found that while a wide variety of measures exist, systematic reporting on intervention characteristics and outcomes is lacking.

  generaldiscussionevidence 5/5
  Keywords: intervention reporting duration intensity varied widely practically impossible categorize uncovered inconsistencies lack standardization hampering nuanced

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