Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges

By Roger Azevedo, Daniel C. Moos, Amy Marcelle Johnson, A. Chauncey. 2010

326 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/424e3e1c3d4ee22b3515024b508c10c7b88e2ea3

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Citations in the corpus

Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues (2015, background): “…which may be based on distinct theoretical models (e.g., a macrolevel category for cognitive strategies, another one for emotions, and another one for motivation because they each have a distinct theoretical basis; Azevedo et al., 2010; Pekrun & Linnenbrink Garcia, 2014; Wigfield & Eccles, 2000)?”
Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning (2014, background): “Similarly, valence has emerged as another critical issue in examining SRL processes (see Azevedo et al. 2010; Azevedo et al. 2011a, b; Greene and Azevedo 2009, 2010).”
Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, methodology): “Trace methodologies from think aloud protocols (Greene, Robertson, and Costa 2011) and sequenced, computer-generated logs of learner behaviors are increasingly common (Aleven et al. 2010; Azevedo et al. 2010; Graesser and McNamara.”
Process mining techniques for analysing patterns and strategies in students’ self-regulated learning (2013, methodology): “…suggest to employ PM methods in the context of SRL research is that in principle, these methods are compatible with conceptualizations of SRL measured by event logs (Azevedo et al. 2010; Winne and Perry 2000) rather than as changes in (continuous) variables over time (Mohr 1982; Reimann 2009).”
Sequential and temporal characteristics of self and socially regulated learning (2014, background): “Researchers have started to view S-SRL as a series of events, which can be perceived as a process that unfolds over time in a certain order (Azevedo et al. 2010; Schoor and Bannert 2012; Schraw 2010; Reimann 2009; Winne 2010).”
Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding? (2014, background): “Most importantly, and as emphasized by several authors (Azevedo et al. 2010; Chan 2012; Grau and Whitebread 2012; Volet and Summers 2013), analytical methods must be rigorous enough to generate reliable findings.”
Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning (2015, background): “Consistent with others (e.g., Azevedo et al. 2010; Winne 2010), we propose that combining these rich types of self-report measures with objective or trace-based measures of regulation is essential if future research is to examine (a) the ways learner intent and reflection contribute to regulatory…”