Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?
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Self-monitoring tools are effective aids for students in learning environments.
“Evidence from this study aligns with the existing literature on self-regulated learning and instructional scaffolding and underscores the potential of self-monitoring tools as effective aids for students in learning environments (Azevedo et al., 2008; Ga ˇ sevi ´ c et al., 2015, 2017).”
From Impact of AI assistance on student agency (2024) · cites this paper as Azevedo et al., 2008
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“…learning (Ga ˇ sevi ´ c, Adesope, Joksimovi ´ c, & Kovanovi ´ c, 2015; Ga ˇ sevi ´ c, Mirriahi, Dawson, & Joksimovi ´ c, 2017), a self-monitoring checklist was incorporated to scaffold an essential SRL process of activating prior knowledge (Azevedo, Moos, Greene, Winters, & Cromley, 2008).”
MethodResultKim, M. C., & Hannafin, M. J. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.08.024 · Cited by 494 · see citing works
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“Previous studies indicate di ffi culties in regulating learning in digital environments (Azevedo & Jacobson, 2008; Azevedo, Moos, Greene, Winters, & Cromley, 2008).”
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“Considering that skillful self-regulated learners (a) performed better than less skillful students, (b) demonstrated higher self-efficacy and task value, and (c) controlled negative emotions in learning (Abar & Loken, 2010; Artino, 2007; Azevedo et al., 2008; Boekaerts & Corno, 2005; Kuo et al., 2014; Pekrun et al., 2…”
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“For example, a short training module on how to use self-regulation processes prior to engaging in online learning (Azevedo & Cromley 2004) or the use of a trained facilitator to develop self-regulation skills of online learners whilst participating in a module has been shown to impact learning (Azevedo et al. 2008).”
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“…(e.g., Corbalan et al., 2008; Schnackenberg & Sullivan, 2000), but has detrimental effects on learning outcomes when compared to teacher or computer controlled fixed or personalized instruction (see e.g., Azevedo et al., 2008; Lawless & Brown, 1997; Niemiec et al., 1996; Williams, 1996).”
BackgroundInfluentialTeacher beliefs, knowledge, and practice of self-regulated learning
Spruce, R., & Bol, L. (2014) · Metacognition and Learning · doi:10.1007/s11409-014-9124-0 · Cited by 251 · see citing works
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“Further research can make use of thinking aloud protocols (Azevedo et al., 2008), log file recording (Perry & Winne, 2006), and/or eye-movement methods (Nüssli, Jermann, Sangin, & Dillenbourg, 2009) in order to find out in more detail how students actually perform the metacognitive and strategic…”
BackgroundMethodAzevedo, R., Bouchet, F., Duffy, M. C., Harley, J. M., Taub, M., Trevors, G., Cloude, E. B., Dever, D. A., Wiedbusch, M. D., Wortha, F., et al. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.813632 · Cited by 230 · see citing works
Self-citationRe-designed flipped learning model in an academic course: The role of co-creation and co-regulation
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“Some have argued that the demands in distance education settings are greater than those faced by students enrolled in traditional face-to-face courses due to the largely autonomous nature of on-line learning and the lack of on-going, interactive support or scaffolding that a physically present instructor typically pro…”
BackgroundAssaraf, O. B., & Orion, N. (2010) · Journal of Research in Science Teaching · doi:10.1002/tea.20383 · Cited by 184 · see citing works
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“…the consistency with the research about self-regulated learning and interaction of learners with content, i.e., externally-facilitated regulated learning was shown to be more effective than self-regulated learning in Web-based learning (Azevedo et al., 2008; Kauffman, Zhao, & Yang, 2011).”
InfluentialSequential and temporal characteristics of self and socially regulated learning
Molenaar, I., & Järvelä, S. (2014) · Metacognition and Learning · doi:10.1007/s11409-014-9114-2 · Cited by 160 · see citing works
“…process, elaborate) to study a topic and effectively control and monitor their learning with metacognitive activities (orientate, plan, monitor and evaluate their actions) and motivate themselves to an appropriate level of engagement (Azevedo et al. 2008; Winne and Hadwin 2010; Zimmerman 2002).”
BackgroundAzevedo, R., Harley, J. M., Trevors, G., Duffy, M., Feyzi-Behnagh, R., Bouchet, F., & Landis, R. S. (2013) · Springer international handbooks of education · doi:10.1007/978-1-4419-5546-3_28 · Cited by 184 · see citing works
Self-citationSelf-Regulated Learning and the Allocation of Study Time
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Predictive power of regularity of pre-class activities in a flipped classroom
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Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC
Kizilcec, R. F., Pérez‐Sanagustín, M., & Maldonado‐Mahauad, J. (2016) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/2876034.2893378 · Cited by 127 · see citing works
“Multiple studies have shown that helping students apply metacognitive and resource management strategies is related to higher self-regulation and academic achievement in online environments [1,2,9,13].”
BackgroundAdvances in scaffolding learning with hypertext and hypermedia: a summary and critical analysis
Azevedo, R., & Jacobson, M. J. (2007) · Educational Technology Research and Development · doi:10.1007/s11423-007-9064-3 · Cited by 116 · see citing works
Self-citationKim, J. Y., & Lim, K. Y. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.05.001 · Cited by 120 · see citing works
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“Additionally, Azevedo and colleagues (Azevedo et al., 2008) found that externally generated self-regulated learning prompts were more effective than individually self-regulated learning in terms of learning declarative knowledge from a hypertext.”
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“Numerous authors (Azevedo, Cromley, & Seibert, 2004; Azevedo, Guthrie, & Seibert, 2004; Azevedo et al., 2005, 2008; Greene & Azevedo, 2007a, 2009) have used think-aloud protocols to demonstrate relations between SRL and learning in HLEs.”
BackgroundMethodSelf-citationTheory of Self- vs. Externally-Regulated LearningTM: Fundamentals, Evidence, and Applicability
de la Fuente, J. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01675 · Cited by 106 · see citing works
Metacognitive scaffolding in an innovative learning arrangement
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“…studies into the effects of metacognitive scaffolding have shown that scaffolding can improve the learning outcomes of individual learners in innovative learning arrangements (Azevedo and Hadwin 2005; Azevedo et al. 2008; Bannert 2006, Bannert et al. 2009; Lin and Lehman 1999; Veenman et al. 2005).”
BackgroundResultInfluentialThe assessment of metacognition in children aged 4–16 years: a systematic review
Gascoine, L., Higgins, S., & Wall, K. (2016) · Review of Education · doi:10.1002/rev3.3077 · Cited by 112 · see citing works
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“…adapted Azevedo and colleagues’ (Azevedo & Cromley, 2004; Azevedo, Cromley, et al., 2004; Azevedo, Guthrie, et al., 2004; Azevedo et al., 2005, 2007, Azevedo et al., 2008; Greene & Azevedo, 2009) method for evaluating science content to history as a means of scoring participants’ conceptual…”
BackgroundMethodSelf-citationMetacognitive scaffolding during collaborative learning: a promising combination
Molenaar, I., Sleegers, P. J. C., & van Boxtel, C. (2014) · Metacognition and Learning · doi:10.1007/s11409-014-9118-y · Cited by 103 · see citing works
“Metacogntive scaffolds can trigger and support small groups to perform social metacognitive activities (Molenaar et al. 2011; Azevedo et al. 2008; Schoor and Bannert 2012).”
BackgroundSelf-regulation of motivation when learning online: the importance of who, why and how
Sansone, C., Fraughton, T. B., Zachary, J. L., Butner, J., & Heiner, C. (2011) · Educational Technology Research and Development · doi:10.1007/s11423-011-9193-6 · Cited by 103 · see citing works
“Others are not present to prompt and guide self-regulation (e.g., on how to monitor progress), which Azevedo and colleagues have shown results in better self-regulation than when students are left on their own ( Azevedo et al. 2008 ).”
BackgroundGreene, J. A., Moos, D. C., Azevedo, R., & Winters, F. I. (2006) · Computers & Education · doi:10.1016/j.compedu.2006.10.004 · Cited by 103 · see citing works
Self-citationThe effect of a human agent’s external regulation upon college students’ hypermedia learning
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Self-citationDomain-specificity of self-regulated learning processing in science and history
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Self-citationEffects of self-regulation scaffolding on online participation and learning outcomes
Song, D., & Kim, D. (2021) · Journal of Research on Technology in Education · doi:10.1080/15391523.2020.1767525 · Cited by 95 · see citing works
“The scaffolded group successfully utilized their self-regulatory processes in the online environment (Azevedo et al., 2008).”
BackgroundMethodAn Interactive Layers Model of Self-Regulated Learning and Cognitive Load
Wirth, J., Stebner, F., Trypke, M., Schuster, C., & Leutner, D. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09568-4 · Cited by 106 · see citing works
Moos, D. C., & Azevedo, R. (2009) · Metacognition and Learning · doi:10.1007/s11409-009-9045-5 · Cited by 91 · see citing works
Self-citationTsai, C., Shen, P., & Tsai, M. (2010) · Behaviour and Information Technology · doi:10.1080/0144929x.2010.514359 · Cited by 89 · see citing works
Yang, T., Chen, M. C., & Chen, S. Y. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.06.025 · Cited by 86 · see citing works
Effects of concurrent monitoring on cognitive load and performance as a function of task complexity
van Gog, T., Liesbeth Kester, A., & PAAS, F. G. W. C. (2010) · Applied Cognitive Psychology · doi:10.1002/acp.1726 · Cited by 86 · see citing works
“This cognitive load perspective can also explain why self-regulated learning seems to be more effective for high prior knowledge learners (e.g., Azevedo et al., 2008).”
BackgroundDynamic scaffolding of socially regulated learning in a computer-based learning environment
Molenaar, I., Roda, C., van Boxtel, C., & Sleegers, P. J. C. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.12.006 · Cited by 86 · see citing works
“Finally, Azevedo and colleagues performed several studies (Azevedo et al., 2008) assessing students learning in a hypermedia environment.”
BackgroundInnovation pedagogy and desired learning outcomes in higher education
Kettunen, J., Kairisto‐Mertanen, L., & Penttilä, T. (2013) · On the Horizon The International Journal of Learning Futures · doi:10.1108/oth-08-2011-0024 · Cited by 85 · see citing works
“Students end up to low learning outcomes if they are unable to performmetacognitive activities and regulate their learning (Azevedo et al., 2008).”
BackgroundSelf‐regulation of learning with computer‐based learning environments
Greene, J. A., Moos, D. C., & Azevedo, R. (2011) · New Directions for Teaching and Learning · doi:10.1002/tl.449 · Cited by 85 · see citing works
Self-citationTsai, C., & Shen, P. (2009) · Computers in Human Behavior · doi:10.1016/j.chb.2009.05.013 · Cited by 84 · see citing works
Self-Directed Learning and the Sensemaking Paradox
Butcher, K. R., & Sumner, T. (2011) · Human-Computer Interaction · doi:10.1080/07370024.2011.556552 · Cited by 78 · see citing works
“A common aim across these studies is to better understand the activities and cognitive processes that people engage in when analyzing and ‘‘encoding’’ collections of information sources to solve a problem or ‘‘answer task-specific questions’’ (Russell, Stefik, Pirolli, & Card, 1993).”
BackgroundSelf-regulated strategic writing for academic studies in an English-medium-instruction context
Hu, J., & Gao, X. A. (2017) · Language and Education · doi:10.1080/09500782.2017.1373804 · Cited by 80 · see citing works
“…and scaffolding during the process can help to raise learners’ awareness, improve their strategic knowledge and encourage them to use the processes (Wenden 1998; Moos and Azevedo 2008; Azevedo et al. 2008), especially for those who lack strategic knowledge of selfregulated writing processes.”
BackgroundWhat can moment-by-moment learning curves tell about students’ self-regulated learning?
Molenaar, I., Horvers, A., & Baker, R. S. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.05.003 · Cited by 78 · see citing works
Regulating interest when learning online: Potential motivation and performance trade-offs
Sansone, C., Smith, J. L., Thoman, D. B., & MacNamara, A. (2011) · The Internet and Higher Education · doi:10.1016/j.iheduc.2011.10.004 · Cited by 76 · see citing works
Kostons, D. D. N. M., van Gog, T., & PAAS, F. G. W. C. (2009) · Computers & Education · doi:10.1016/j.compedu.2009.09.025 · Cited by 75 · see citing works
Trevors, G., Duffy, M. C., & Azevedo, R. (2014) · Educational Technology Research and Development · doi:10.1007/s11423-014-9343-8 · Cited by 75 · see citing works
“Given that pedagogical agents within MetaTutor are designed to foster effective SRL processes (Azevedo et al. 2008, 2009, 2010, 2011, 2012, 2013) these findings provide some support that these agents help to support learners by reducing time spent engaging in maladaptive processes such as shallow…”
BackgroundSelf-citationEggert, S., Ostermeyer, F., Hasselhorn, M., & Bögeholz, S. (2013) · Education Research International · doi:10.1155/2013/309894 · Cited by 76 · see citing works
Siadaty, M., Gašević, D., & Hatala, M. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.02.025 · Cited by 76 · see citing works
“…found to have positive effects for skill acquisition, motivation, and self-ef fi cacy (Boekaerts & Cascallar, 2006; Zimmerman & Schunk, 1989), while Azevedo, Moos, Greene, Winters, and Cromley (2008) reported that an increase in metacognitive monitoring was associated with an increase of feeling…”
BackgroundUsing think-aloud protocol in self-regulated reading research
Hu, J., & Gao, X. A. (2017) · Educational Research Review · doi:10.1016/j.edurev.2017.09.004 · Cited by 72 · see citing works
The effects of scaffolding metacognitive activities in small groups
Molenaar, I., van Boxtel, C., & Sleegers, P. J. C. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.06.022 · Cited by 72 · see citing works
de la Fuente, J., Sánchez, F. J. P., Vicente, J. M. M., Sander, P., Garzón-Umerenkova, A., & Zapata, L. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01773 · Cited by 72 · see citing works
“(2) Similarly, an adequate teaching process (effective teaching) can be considered a contextual protective factor against stress because it favors the student’s perception of control over the learning process (Azevedo et al., 2008; Goe et al., 2008; Roehrig et al., 2012).”
BackgroundAnthonysamy, L. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10518-y · Cited by 102 · see citing works
An investigation of the role of contingent metacognitive behavior in self-regulated learning
Tüysüzoğlu, B. B., & Greene, J. A. (2014) · Metacognition and Learning · doi:10.1007/s11409-014-9126-y · Cited by 70 · see citing works
Self-citationThe Interplay of Cognitive Load, Learners’ Resources and Self-regulation
Seufert, T., Hamm, V., Vogt, A., & Riemer, V. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09890-1 · Cited by 70 · see citing works
“As was shown for hyper-text tasks, learners with higher levels of prior knowledge plan and monitor their learning process more than learners without prior knowledge (Moos & Azevedo, 2008).”
InfluentialScaffolding of small groups’ metacognitive activities with an avatar
Molenaar, I., Chiu, M. M., Sleegers, P. J. C., & van Boxtel, C. (2011) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-011-9130-z · Cited by 70 · see citing works
“Metacognitive scaffolding aims to help students to adequately control and monitor their learning (Azevedo et al. 2008; Molenaar et al. 2010; Veenman et al. 2005).”
BackgroundImproving the measurement of self-regulated learning using multi-channel data
Fan, Y., Lim, L., van der Graaf, J., Kilgour, J., Raković, M., Moore, J. D., Molenaar, I., Bannert, M., & Gašević, D. (2022) · Metacognition and Learning · doi:10.1007/s11409-022-09304-z · Cited by 75 · see citing works
“Researchers have documented that self-regulated learners often outperform their colleagues who do not sufficiently and productively engage in SRL (e.g., Bannert & Reimann, 2012; Azevedo et al., 2008).”
BackgroundSiadaty, M., Gašević, D., & Hatala, M. (2015) · Computers in Human Behavior · doi:10.1016/j.chb.2015.10.035 · Cited by 69 · see citing works
Botero, G. A. G., Restrepo, M. A. B., Zhu, C., & Questier, F. (2019) · Computer Assisted Language Learning · doi:10.1080/09588221.2019.1650780 · Cited by 77 · see citing works
Self-Regulated Learning and Technology-Enhanced Learning Environments
Bernacki, M. L., Aguilar, A. C., & Byrnes, J. P. (2010) · IGI Global eBooks · doi:10.4018/978-1-61692-901-5.ch001 · Cited by 66 · see citing works
Jacobson, M. J. (2007) · Educational Technology Research and Development · doi:10.1007/s11423-007-9065-2 · Cited by 66 · see citing works
Ramírez-Arellano, A., Reyes, J. B., & Hernández‐Simón, L. M. (2018) · Journal of Educational Computing Research · doi:10.1177/0735633117753935 · Cited by 65 · see citing works
Harley, J. M., Taub, M., Azevedo, R., & Bouchet, F. (2017) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2017.2756629 · Cited by 65 · see citing works
Self-citationZheng, J., Huang, L., Li, S., Lajoie, S. P., Chen, Y., & Hmelo‐Silver, C. E. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.104061 · Cited by 63 · see citing works
Johnson, A. M., Azevedo, R., & D’Mello, S. K. (2011) · Cognition and Instruction · doi:10.1080/07370008.2011.610244 · Cited by 62 · see citing works
“…critical need to examine SRL as an event, the current study aims to explore how learners engage in independent and externally regulated learning (Azevedo et al., 2008) at a micro level, by exploring the use of SRL processes in ten-minute episodes as well as the transitions among classes of SRL…”
BackgroundMethodInfluentialSelf-citationMetacognition, Learning, and Instruction
McCormick, C. B., Dimmitt, C., & Sullivan, F. R. (2012) · Handbook of Psychology, Second Edition · doi:10.1002/9781118133880.hop207004 · Cited by 63 · see citing works
Motivation and learning in an online, unmoderated, mathematics workshop for teachers
Renninger, K. A., Cai, M., Lewis, M. C., Adams, M. M., & Ernst, K. L. (2011) · Educational Technology Research and Development · doi:10.1007/s11423-011-9195-4 · Cited by 58 · see citing works
“Research has demonstrated that effective use of hypermedia requires self-regulation: making decisions about what and how to learn, how much time to spend, and whether or not learning has occurred (see Azevedo et al. 2008 ).”
BackgroundMetacognitive scaffolds improve self-judgments of accuracy in a medical intelligent tutoring system
Feyzi-Behnagh, R., Azevedo, R., Legowski, E. A., Reitmeyer, K., Tseytlin, E., & Crowley, R. S. (2013) · Instructional Science · doi:10.1007/s11251-013-9275-4 · Cited by 58 · see citing works
“Different metacognitive scaffolding techniques have been used in ITSs to assist novices in activating prior knowledge, deploying appropriate strategies, and monitoring their learning and the effectiveness of the deployed strategies (Azevedo et al. 2008).”
BackgroundMethodSelf-citationTan, J. P.-L., Koh, E., Jonathan, C. R., & Yang, S. (2017) · Journal of Learning Analytics · doi:10.18608/jla.2017.41.7 · Cited by 58 · see citing works
Chen, C. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.01.015 · Cited by 56 · see citing works
Dever, D. A., Sonnenfeld, N. A., Wiedbusch, M. D., Schmorrow, S. G., Amon, M. J., & Azevedo, R. (2023) · Metacognition and Learning · doi:10.1007/s11409-023-09346-x · Cited by 60 · see citing works
Self-citationSaadawi, G. M. E., Azevedo, R., Castine, M., Payne, V. L., Medvedeva, O., Tseytlin, E., Legowski, E. A., Jukic, D. M., & Crowley, R. S. (2009) · Advances in Health Sciences Education · doi:10.1007/s10459-009-9162-6 · Cited by 55 · see citing works
“Learning to self-monitor and control these cognitive processes is termed self-regulated learning (SRL), and is an important part of expertise (Winne 2001; Azevedo et al. 2008; Zimmerman 2006).”
BackgroundSelf-citationPersonalized visualizations to promote young learners' SRL
Molenaar, I., Horvers, A., Dijkstra, R., & Baker, R. S. (2020) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3375462.3375465 · Cited by 54 · see citing works
Wang, C., Gao, B.-L., & Chen, S.-J. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-12022-x · Cited by 54 · see citing works
“Azevedo et al. (2008) used interaction as a classification criterion and considered scaffolding to include fixed scaffolding and adaptive scaffolding, while Hill and Hannafin (2001) classified scaffolding according to its uses as conceptual, metacognitive, process, and strategic scaffolding.”
Kara, M., Kukul, V., & Çakır, R. (2020) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-020-00509-x · Cited by 53 · see citing works
Self-Regulation and Link Selection Strategies in Hypertext
Salmerón, L., Kintsch, W., & Kintsch, E. (2010) · Discourse Processes · doi:10.1080/01638530902728280 · Cited by 52 · see citing works
“Most of the research on hypertext and self-regulation has been conducted from the perspective of Winne’s (1995, 2001) m„m model of self-regulated learning (SRL; e.g., Moos & Azevedo, 2008).”
BackgroundMethodInfluentialEffects of instructional conditions and experience on the adoption of a learning tool
Gašević, D., Mirriahi, N., Dawson, S., & Joksimovíc, S. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.10.026 · Cited by 55 · see citing works
Koedinger, K. R., Aleven, V., Roll, I., & Baker, R. S. (2009) · doi:10.4324/9780203876428.ch20 · Cited by 53 · see citing works
Tsai, C. (2012) · Behaviour and Information Technology · doi:10.1080/0144929x.2012.667441 · Cited by 53 · see citing works
Naumann, J., & Salmerón, L. (2016) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v17i1.2113 · Cited by 52 · see citing works
Menekşe, M., & Michelene, T. H. (2018) · European Journal of Engineering Education · doi:10.1080/03043797.2018.1538324 · Cited by 56 · see citing works
“Azevedo et al. 2008; Kramarski and Dudai 2009; Okada and Simon 1997). For example, Okada and Simon (1997) compared the performances of dyads to individuals for a molecular genetics task and found, on average, dyads outperformed individuals when both partners of dyads contributed substantially in the discussions. Krama…”
BackgroundInfluentialAn adaptive scaffolding e-learning system for middle school students’ physics learning
Chen, C. (2014) · Australasian Journal of Educational Technology · doi:10.14742/ajet.430 · Cited by 49 · see citing works
Hämäläinen, R., & Oksanen, K. (2012) · Computers & Education · doi:10.1016/j.compedu.2012.01.002 · Cited by 50 · see citing works
A negotiation-based adaptive learning system for regulating help-seeking behaviors
Chou, C., Lai, K.-H. R., Chao, P.-Y., Tseng, S., & Liao, T.-Y. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.07.010 · Cited by 50 · see citing works
Exploring Student Interactions With Preparation Activities in a Flipped Classroom Experience
Pardo, A., Gašević, D., Jovanović, J., Dawson, S., & Mirriahi, N. (2018) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2018.2858790 · Cited by 53 · see citing works
- Authors
- Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. G.
- Affiliations
- University of Memphis (US)
- Gustavus Adolphus College (US)
- University of North Carolina at Chapel Hill (US)
- University of Maryland, College Park (US)
- Temple University (US)
- Corresponding author
- Azevedo, Roger
- Venue
- Educational Technology Research and Development
- Published
- 2007-09-29
- Volume
- 56
- Issue
- 1
- Pages
- 45-72
- ISSN
- 1042-1629 (ISSN-L)
- 1556-6501
- OpenAlex
- W2093529413
- Semantic Scholar
- c30f1553e28353e3e04210696da6d59b16a685e9
- Cited by
- 380
- References
- 65
- Citations by year
- 2026: 7 · 2025: 22 · 2024: 19 · 2023: 19 · 2022: 20 · 2021: 22 · 2020: 20 · 2019: 15 · 2018: 22 · 2017: 27 · 2016: 20 · 2015: 15 · 2014: 27 · 2013: 24 · 2012: 21
- FWCI
- 27.45
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Educational Technology Research and Development (publishedVersion)
- Funders
- National Science Foundation
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- student self-regulation, hypermedia learning, cardiovascular system, adolescents, declarative knowledge, mental models, learning strategies, adaptive help-seeking, prior knowledge activation, science learning
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