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deployment of a myriad of self-regulatory processes. The capturing, modeling,
and inferences may occur at some level of granularity and be accomplished by
the learner, environment, or some other external agent(s) (human, artificial).
The capturing of these processes can occur at some level of specificity and be
used for various instructional purposes (i.e., from understanding the develop-
ment of these skills) to accurately model, track, and foster SRL, and perhaps
also to make instructional decisions (at some level of specificity) on how best
to support learning.
(g) It should also be noted that not all CBLEs include characteristics (a)-(f) and that
the choice of which aspects to choose from is based on theoretical assumptions
about the nature of learning, educational philosophy, the goal and purpose of the
tool, and a fundamental conceptualization regarding the role of external agents
(human or artificial).
Theoretical Framework: Self-regulated Learning
SRL has become an influential theoretical framework in psychological and edu-
cational research (Azevedo, 2007, 2008, 2009; Boekaerts, Pintrich, & Zeidner,
2000; Dunlosky & Metcalfe, 2009; Dunlosky & Bjork, 2008; Hacker, Dunlosky, &
Graesser, 1998, 2009; Metcalfe, 2009; Paris & Paris, 2001; Schunk, 2008;
Schunk & Zimmerman, 2008; Winne & Hadwin, 2008; Zimmerman, 2006, 2008;
Zimmerman & Schunk, 2001, in press).
SRL is an active, constructive process
whereby learners set learning goals and then attempt to monitor, regulate, and
control their cognitive and metacognitive processes in the service of those goals.
We acknowledge that SRL also includes other key processes such as motiva-
tion and affect; however, we limit our research to the underlying cognitive and
metacognitive processes during learning about complex science. The focus of SRL
research over the last three decades has been on academic learning and achievement,
with researchers exploring the means by which students regulate their cognition,
metacognition, motivation, and task engagement (see Pintrich & Zusho, 2002;
Schunk & Zimmerman, 2006; Wigfield, Eccles, Schiefele, Roeser, & Davis-Kean,
2006). With this context in mind, the current scientific and educational challenge
is to investigate comprehensively the effectiveness of pedagogical agents (PAs) on
SRL processes during learning with hypermedia-based, intelligent tutoring systems
like MetaTutor.
Addressing our national science learning challenges requires a theoretically
driven and empirically based approach (Pashler et al., 2007). Winne and Hadwin's
(1998, 2008) model is currently the only contemporary model that provides phases,
processes, and emphasis on metacognitive monitoring and control as the “hubs” of
SRL. The model has been empirically tested in several complex educational sit-
uations (e.g., Azevedo et al., 2008) and makes assumptions regarding the (linear
and iterative) nature and temporal deployment of SRL processes that fit perfectly
