The measurement of cognitive and metacognitive control processes during the study with the hypermedia

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Cover illustration by Francesco Gallo
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Published: Jan 1, 2010
DOI: https://doi.org/10.17471/2499-4324/286
Keywords:
Educational Technology, Technology Enhanced Learning (TEL), Metacognition and Learning Environments, self-regulated learning, hypermedia environments, cognitive and metacognitive processes

Main Article Content

Roger Azevedo
University of Memphis, Memphis
Amber D. Chauncey
University of Memphis, Memphis
Amy M. Johnson
University of Memphis, Memphis
Daniel C. Moos
Gustavus Adolphus College, St. Peter, Minnesota

Abstract

Self-regulated learning is of paramount importance when learning with hypermedia learning environments. The goal of this paper is to present four key assumptions regarding the measurement of cognitive and metacognitive regulatory processes used during learning with hypermedia. First, we assume it is possible to detect, trace, model, and foster SRL processes during learning with hypermedia. Second, understanding the complex nature of the regulatory processes during learning with hypermedia is critical in determining why certain processes are used throughout a learning task. Third, it is assumed that the use of SRL processes can dynamically change over time and that they are cyclical in nature (influenced by internal and external conditions and feedback mechanisms). Fourth, capturing, identifying, and classifying SRL processes used during learning with hypermedia is a rather challenging task.

Article Details

Issue
Vol. 18 No. 1 (2010): TD49 - Metacognition and Learning Environments
Section
Articles - Special Issue

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Author Biographies

Roger Azevedo, University of Memphis, Memphis

Department of Psychology, Institute for Intelligent Systems

Amber D. Chauncey, University of Memphis, Memphis

Department of Psychology, Institute for Intelligent Systems

Amy M. Johnson, University of Memphis, Memphis

Department of Psychology, Institute for Intelligent Systems

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