Learning programming is a multifaceted process shaped by diverse factors, including effectively utilizing self-regulation of learning (SRL) skills. However, students frequently require assistance cultivating their self-regulatory capabilities, and computer-based learning environments (CBLEs) offer a potential avenue for nurturing these skills.

Studies indicate that not all students benefit from this support, and the underlying causes remain underexplored. A deeper understanding of this phenomenon is needed to enhance the design of pedagogical features that facilitate the regulatory process.

This research investigated students’ interactions with a CBLE grounded on the regulation of learning theory to support programming learning. The following research questions guided this investigation: RQ1) How do students engage with and assess the provided regulatory support? RQ2) How does the use of regulatory support differ among high and low-performing students?

Fifty-nine students enrolled in an online introductory programming course participated. The findings unveiled that the utilization of specific regulatory features hinged on cognitive and metacognitive processes that some students might struggle with. Moreover, a group of students did not use the provided support, underscoring that the mere provision of resources is insufficient for their effective usage, and it is necessary to understand the factors associated with this behavior. Furthermore, lower-performance students demonstrated reduced engagement with the provided regulatory support. In addition to the pedagogical factors involved in the design of regulatory support, it is also necessary to consider strategies to stimulate its use. The paper offers recommendations to augment regulatory support, encompassing its design and strategies to stimulate its use.