TY - JOUR
T1 - Measuring cognitive and metacognitive regulatory processes during hypermedia learning
T2 - Issues and challenges
AU - Azevedo, Roger
AU - Moos, Daniel C.
AU - Johnson, Amy M.
AU - Chauncey, Amber D.
N1 - Funding Information:
Preparation of this article has been supported by funding from the National Science Foundation (Early Career Grant DRL 0133346, DRL 0633918, DRL 0731828, and HCC 0841835) awarded to the first author. We thank Jeffrey Greene, Gale Sinatra, and two anonymous reviewers for their insightful and invaluable reviews. We thank current members of the team including Candice Burkett, Ashley Fike, Michael Cox, Andrew Hoff, and Erik Brooks.
PY - 2010/10
Y1 - 2010/10
N2 - Self-regulated learning (SRL) with hypermedia environments involves a complex cycle of temporally unfolding cognitive and metacognitive processes that impact students' learning. We present several methodological issues related to treating SRL as an event and strengths and challenges of using online trace methodologies to detect, trace, model, and foster students' SRL processes. We first describe a scenario illustrating the complex nature of SRL processes during learning with hypermedia. We provide our theoretically driven assumptions regarding the use of several cognitive methodologies, including concurrent think aloud protocols, and provide several examples of empirical evidence regarding the advantages of treating SRL as an event. Last, we discuss challenges for measuring cognitive and metacognitive processes in the context of MetaTutor, an intelligent adaptive hypermedia learning environment. This discussion includes the roles of pedagogical agents in goal-generation, multiple representations, agent-learner dialogue, and a system's ability to detect, track, and model SRL processes during learning.
AB - Self-regulated learning (SRL) with hypermedia environments involves a complex cycle of temporally unfolding cognitive and metacognitive processes that impact students' learning. We present several methodological issues related to treating SRL as an event and strengths and challenges of using online trace methodologies to detect, trace, model, and foster students' SRL processes. We first describe a scenario illustrating the complex nature of SRL processes during learning with hypermedia. We provide our theoretically driven assumptions regarding the use of several cognitive methodologies, including concurrent think aloud protocols, and provide several examples of empirical evidence regarding the advantages of treating SRL as an event. Last, we discuss challenges for measuring cognitive and metacognitive processes in the context of MetaTutor, an intelligent adaptive hypermedia learning environment. This discussion includes the roles of pedagogical agents in goal-generation, multiple representations, agent-learner dialogue, and a system's ability to detect, track, and model SRL processes during learning.
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U2 - 10.1080/00461520.2010.515934
DO - 10.1080/00461520.2010.515934
M3 - Article
AN - SCOPUS:77958133219
SN - 0046-1520
VL - 45
SP - 210
EP - 223
JO - Educational Psychologist
JF - Educational Psychologist
IS - 4
ER -