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Abstract

This paper examines the effects of learner control on academic performance, perceived effort, and agency within technology-enhanced learning environments. Using quantitative data from a quasi-experimental design, the study compares student-controlled and system-controlled task sequencing conditions. Descriptive statistics, tests of normality, independent samples t-tests, and analysis of variance are applied to evaluate differences in pre-test and post-test performance, effort ratings, and perceived agency. The findings indicate no statistically significant differences in academic performance or perceived effort between the two instructional conditions. However, a significant difference is observed in perceived agency, with participants in the system-controlled condition reporting higher levels of agency. The discussion situates these results within instructional design theory, highlighting the role of structured learning environments in shaping learners’ perceptions. Limitations related to self-reported data and sample scope are acknowledged, and directions for future research are proposed. Overall, the study contributes to understanding how task control and instructional structure influence learner experience in educational settings.