Information Technology Reference
In-Depth Information
data on the MetaTutor and discussed how this data can be used to design an adap-
tive version of MetaTutor to detect, trace, model, and foster students' SRL about
complex and challenging science topics.
Acknowledgments
The research presented in this paper has been supported by funding from the
National Science Foundation (Early Career Grant DRL 0133346, DRL 0633918, DRL 0731828,
HCC 0841835) awarded to the first author. The authors thank M. Cox, A. Fike, and R. Anderson for
collection of data, transcribing, and data scoring. The authors would also like to thank M. Lintean,
Z. Cai, V. Rus, A. Graesser, and D. McNamara for design and development of MetaTutor.
References
Ainsworth, S. (1999). The functions of multiple representations.
Computers & Education
,
33
,
131-152.
Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple
representations.
Learning and Instruction
,
16
, 183-198.
Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. M. (2003). Help seeking and help
design in interactive learning environments.
Review of Educational Research
,
73
(2), 277-320.
Azevedo, R. (2002). Beyond intelligent tutoring systems: Computers as MetaCognitive tools to
enhance learning?
Instructional Science
,
30
(1), 31-45.
Azevedo, R. (2005a). Computers as metacognitive tools for enhancing learning.
Educational
Psychologist
,
40
(4), 193-197.
Azevedo, R. (2005b). Using hypermedia as a metacognitive tool for enhancing student learning?
The role of self-regulated learning.
Educational Psychologist. Special Issue: Computers as
Metacognitive Tools for Enhancing Student Learning
,
40
(4), 199-209.
Azevedo, R. (2007). Understanding the complex nature of self-regulatory processes in learning
with computer-based learning environments: An introduction.
Metacognition and Learning
,
2
(2/3), 57-66.
Azevedo, R. (2008). The role of self-regulation in learning about science with hypermedia. In
D. Robinson & G. Schraw (Eds.),
Recent innovations in educational technology that facilitate
student learning
(pp. 127-156). Charlotte, NC: Information Age Publishing.
Azevedo, R. (2009). Theoretical, methodological, and analytical challenges in the research on
metacognition and self-regulation: A commentary.
Metacognition and Learning
,
4
(1), 87-95.
Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacogni-
tion: Implications for the design of computer-based scaffolds.
Instructional Science
,
33
,
367-379.
Azevedo, R., & Jacobson, M. (2008). Advances in scaffolding learning with hypertext and hyper-
media: A summary and critical analysis.
Educational Technology Research & Development
,
56
(1), 93-100.
Azevedo, R., & Witherspoon, A. M. (2009). Self-regulated use of hypermedia. In D. J. Hacker,
J. Dunlosky, & A. C. Graesser (Eds.),
Handbook of metacognition in education
(pp. 319-339).
New York, NY: Routledge.
Azevedo, R., Greene, J. A., &Moos, D. C. (2007). The effect of a human agent's external regulation
upon college students' hypermedia learning.
Metacognition
and
Learning
,
2
(2/3), 67-87.
Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2006). Using comput-
ers as metacognitive tools to foster students' self-regulated learning.
Technology, Instruction,
Cognition, and Learning Journal
,
3
, 97-104.
Azevedo, R., Witherspoon, A., Chauncey, A., Burkett, C., & Fike, A. (2009). MetaTutor:
A MetaCognitive tool for enhancing self-regulated learning. In R. Pirrone, R. Azevedo, &
G. Biswas (Eds.),
Proceedings of the AAAI Fall Symposium on Cognitive and Metacognitive
Educational Systems
(pp. 14-19). Menlo Park, CA: Association for the Advancement of
Artificial Intelligence (AAAI) Press.
