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.
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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
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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
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