Issues in the measurement of cognitive and metacognitive regulatory processes used during hypermedia learning

Roger Azevedo, Daniel C. Moos, Amy M. Witherspoon, Amber D. Chauncey

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Scopus citations

Abstract

The goal of this paper is to present four key assumptions regarding the measurement of cognitive and metacognitive regulatory processes used during learning with hypermedia. First, we assume it is possible to detect, trace, model, and foster SRL processes during learning with hypermedia. Second, understanding the complex nature of the regulatory processes during learning with hypermedia is critical in determining why certain processes are used throughout a learning task. Third, it is assumed that the use of SRL processes can dynamically change over time and that they are cyclical in nature (influenced by internal and external conditions and feedback mechanisms). Fourth, capturing, identifying, and classifying SRL processes used during learning with hypermedia is a rather challenging task.

Original languageEnglish (US)
Title of host publicationCognitive and Metacognitive Educational Systems - Papers from the AAAI Fall Symposium, Technical Report
Pages8-13
Number of pages6
StatePublished - Dec 1 2009
Event2009 AAAI FAll Symposium - Arlington, VA, United States
Duration: Nov 5 2009Nov 7 2009

Publication series

NameAAAI Fall Symposium - Technical Report
VolumeFS-09-02

Other

Other2009 AAAI FAll Symposium
CountryUnited States
CityArlington, VA
Period11/5/0911/7/09

ASJC Scopus subject areas

  • Engineering(all)

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