The STAR Voyage I Intervention designed using the IMPACT Framework enhances effective study strategy use, metacognitive knowledge, and other aspects of self-regulated learning

Effective knowledge consolidation is crucial for academic success, yet university students often underutilize well-established strategies like retrieval practice and spacing. Prior interventions have also shown limited success in promoting these strategies. This study evaluated the STAR Voyage I intervention, designed using the IMPACT Framework, which aimed to enhance students' metacognitive strategy knowledge, self-regulated learning skills, and behaviour change capability. Using a longitudinal pre-post design with 38 undergraduate students, results showed significant, moderate initial increases in retrieval practice and significant, large increase in spacing. Further, the results suggest that these gains were largely maintained long-term, with very small or small nonsignificant changes observed between weekly average scores and a follow-up three months later. The intervention also led to notable initial improvements in metacognitive knowledge (e.g., procedural knowledge) and key facets of self-regulated learning (e.g., academic self-efficacy, intrinsic motivation, effort regulation). Additionally, students reported high satisfaction, and identified various significant barriers and facilitators to strategy use. These findings underscore the effectiveness of the IMPACT Framework in fostering durable improvements in student learning behaviours and provide valuable insights for future educational support.