The DOI matches its Crossref record; 10 of the 10 references it cites were found in a registry or an index.
Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges
Abstract
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.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Zimmerman, B. J. (2008) · American Educational Research Journal · doi:10.3102/0002831207312909 · Cited by 3,735
Protocol Analysis: Verbal Reports as Data
Ericsson, K. A., & Simon, H. A. (1993) · doi:10.7551/mitpress/5657.001.0001 · Cited by 3,537
Cognitive Theory of Multimedia Learning
Mayer, R. E. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.005 · Cited by 1,976
Cognitive Theory of Multimedia Learning
Mayer, R. E. (2005) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9780511816819.004 · Cited by 1,602
Studying as Self-Regulated Learning
(1998) · Metacognition in Educational Theory and Practice · doi:10.4324/9781410602350-19 · Cited by 1,589
Handbook of Metacognition in Education
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009) · doi:10.4324/9780203876428 · Cited by 1,509
Schraw, G., & Moshman, D. (1995) · Educational Psychology Review · doi:10.1007/bf02212307 · Cited by 1,443
Measuring Self-Regulated Learning
Winne, P. H., & Perry, N. E. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50045-7 · Cited by 1,383 · cited 3×
“One principal goal of the article is to propose future methodological directions necessary to enhance the current theories of SRL, with particular attention to treating SRL as an event that dynamically unfolds during a learning session (Winne & Perry, 2000).”
Self-regulated learning: the educational legacy of Paul R. Pintrich.
Schunk, D. H. (2005) · Educational Psychologist · doi:10.1207/s15326985ep4002_3 · Cited by 678
Bannert, M., & Mengelkamp, C. (2008) · Metacognition and Learning · doi:10.1007/s11409-007-9009-6 · Cited by 198
Cited by
Mega, C., Ronconi, L., & De Beni, R. (2014) · Journal of Educational Psychology · doi:10.1037/a0033546 · Cited by 1,007
Aldowah, H., Al-Samarraie, H., & Fauzy, W. M. (2019) · Telematics and Informatics · doi:10.1016/j.tele.2019.01.007 · Cited by 564
Azevedo, R. (2015) · Educational Psychologist · doi:10.1080/00461520.2015.1004069 · Cited by 418
Self-citationGREENE, J. A., & AZEVEDO, R. (2010) · Educational Psychologist · doi:10.1080/00461520.2010.515935 · Cited by 267
Self-citationMolenaar, I., Mooij, S. D., Azevedo, R., Bannert, M., Järvelä, S., & Gašević, D. (2023) · Computers in Human Behavior · doi:10.1016/j.chb.2022.107540 · Cited by 217
Self-citationTowards investigating the validity of measurement of self-regulated learning based on trace data
Fan, Y., van der Graaf, J., Lim, L., Raković, M., Singh, S., Kilgour, J., Moore, J., Molenaar, I., Bannert, M., & Gašević, D. (2022) · Metacognition and Learning · doi:10.1007/s11409-022-09291-1 · Cited by 101
Sáiz-Manzanares, M. C., Marticorena-Sánchez, R., Martín-Antón, L. J., González Díez, I., & Almeida, L. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e12843 · Cited by 96
Chiu, Y.-L., Liang, J.-C., & Tsai, C.-C. (2013) · Metacognition and Learning · doi:10.1007/s11409-013-9103-x · Cited by 92
Capturing motivation and emotion regulation during a learning process
Järvenoja, H., Järvelä, S., Törmänen, T., Näykki, P., Malmberg, J., Kurki, K., Mykkänen, A., & Isohätälä, J. (2018) · frontline Learning Research · doi:10.14786/flr.v6i3.369 · Cited by 77
Greene, J. A., Hutchison, L. A., Costa, L.-J., & Crompton, H. (2012) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2012.02.002 · Cited by 74
Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased?
Scheiter, K., Ackerman, R., & Hoogerheide, V. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09555-9 · Cited by 63
Reflection for learning: teaching reflective practice at the beginning of university study
Pretorius, L., & Ford, A. (2021) · Monash University · doi:10.26180/4141926 · Cited by 60
Azevedo, R., Landis, R. S., Feyzi-Behnagh, R., Duffy, M., Trevors, G., Harley, J. M., Bouchet, F., Burlison, J., Taub, M., Pacampara, N., et al. (2012) · Lecture Notes in Computer Science · doi:10.1007/978-3-642-30950-2_27 · Cited by 58
Self-citationTugtekin, U., & Odabasi, H. F. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-10912-0 · Cited by 55
Do Instrumentation Tools Capture Self-Regulated Learning?
van der Graaf, J., Lim, L., Fan, Y., Kilgour, J., Moore, J., Bannert, M., Gasevic, D., & Molenaar, I. (2021) · LAK21: 11th International Learning Analytics and Knowledge Conference · doi:10.1145/3448139.3448181 · Cited by 44
Cladder-Micus, M. B., Becker, E. S., Spijker, J., Speckens, A. E. M., & Vrijsen, J. N. (2019) · Cognitive Therapy and Research · doi:10.1007/s10608-019-09997-8 · Cited by 28
Greene, J. A., Dellinger, K. R., Tüysüzoğlu, B. B., & Costa, L.-J. (2013) · Springer International Handbooks of Education · doi:10.1007/978-1-4419-5546-3_8 · Cited by 29
Metadata
- Authors
- AZEVEDO, R., MOOS, D. C., JOHNSON, A. M., & CHAUNCEY, A. D.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2010-10-25
- Volume
- 45
- Issue
- 4
- Pages
- 210-223
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2141847481
- Cited by
- 324
- References
- 10
- FWCI
- 39.05
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
