International Handbook of Metacognition and Learning Technologies

1. Metacognition and Learning Technologies: An Overview of Current Interdisciplinary Research
Roger Azevedo, Vincent Aleven

Part I. Models and Components of Metacognition

2. Supporting Effective Self-Regulated Learning: The Critical Role of Monitoring
Thomas D. Griffin, Jennifer Wiley, Carlos R. Salas

3. Student and Teacher Perspectives on IMPROVE Self-Regulation Prompts in Web-Based Learning
Bracha Kramarski, Tova Michalsky

4. Adaptation to Context as Core Component of Self-Regulated Learning: The Example of Complexity and Epistemic Beliefs
Stephanie Pieschl, Elmar Stahl, Rainer Bromme

5. Retrieval-Monitoring-Feedback (RMF) Technique for Producing Efficient and Durable Student Learning
Katherine A. Rawson, John Dunlosky

6. Metacognition: A Closed-Loop Model of Biased Competition–Evidence from Neuroscience, Cognition, and Instructional Research
Neil H. Schwartz, Brianna M. Scott, Doris Holzberger

Part II. Assessing and Modeling Metacognitive Knowledge and Skills

7. Modeling and Studying Gaming the System with Educational Data Mining
Ryan S. J. d. Baker, A. T. Corbett, I. Roll, K. R. Koedinger, V. Aleven, M. Cocea, A. Hershkovitz, A. M. J. B. Caravalho, A. Mitrovic, M. Mathews

8. A Two-Tiered Approach to Analyzing Self-Regulated Learning Data to Inform the Design of Hypermedia Learning Environments
Jeffrey A. Greene, Kristin R. Dellinger, Banu Binbaşaran Tüysüzoğlu, Lara-Jeane Costa

9. Hypermedia and Self-Regulation: An Interplay in Both Directions
Maria Opfermann, Katharina Scheiter, Peter Gerjets, Annett Schmeck

10. Eye Tracking as a Tool to Study and Enhance Cognitive and Metacognitive Processes in Computer-Based Learning Environments
Tamara Gog, Halszka Jarodzka

11. Assessing Metacognitive Skills in Computerized Learning Environments
Marcel V. J. Veenman

Part III. Scaffolding Metacognition and Learning with Hypermedia and Hypertext

12. Scaffolding Hypermedia Learning Through Metacognitive Prompts
Maria Bannert, Christoph Mengelkamp

13. Metacognition and the Use of Tools
Geraldine Clarebout, Jan Elen, Norma A. Juarez Collazo, Griet Lust, Lai Jiang

14. Using Learning Management Systems as Metacognitive Tools to Support Self-Regulation in Higher Education Contexts
Nada Dabbagh, Anastasia Kitsantas

15. Designing Learning Technologies to Support Self-Regulation During Ill-Structured Problem-Solving Processes
Xun Ge

16. Technology-Rich Tools to Support Self-Regulated Learning and Performance in Medicine
Susanne P. Lajoie, Laura Naismith, Eric Poitras, Yuan-Jin Hong, Ilian Cruz-Panesso, John Ranellucci, Samuel Mamane, Jeffrey Wiseman

17. Challenges of Investigating Metacognitive Tool Use and Effects in (Rich) Web-Based Learning Environments
Susanne Narciss, Hermann Koerndle, Antje Proske

18. Analyzing Navigation Patterns to Scaffold Metacognition in Hypertext Systems
Sadhana Puntambekar, Sarah A. Sullivan, Roland Hübscher

19. Development of Task Understanding and Monitoring in Information Retrieval Environments: Demystifying Metacognitive and Self-Regulatory Mechanisms in Graduate Learners Using Topic Maps Indexing Technologies to Improve Essay-Writing Skills
Vivek Venkatesh, Kamran Shaikh, Amna Zuberi, Kathryn Urbaniak, Timothy Gallant, Arun Lakhana

20. nStudy: Tracing and Supporting Self-Regulated Learning in the Internet
Philip H. Winne, Allyson F. Hadwin

Part IV. Intelligent Tutoring Systems and Tutorial Dialogues Systems

21. Help Seeking and Intelligent Tutoring Systems: Theoretical Perspectives and a Step Towards Theoretical Integration
Vincent Aleven

22. AnimalWatch: An Intelligent Tutoring System for Algebra Readiness
Carole R. Beal

23. Open Learner Models as Drivers for Metacognitive Processes
Susan Bull, Judy Kay

24. Modeling and Scaffolding Self-Explanation Across Domains and Activities
Cristina Conati

25. Towards Improving (Meta)cognition by Adapting to Student Uncertainty in Tutorial Dialogue
Diane Litman, Kate Forbes-Riley

26. Making Better Use of Multiple Representations: How Fostering Metacognition Can Help
Alexander Renkl, Kirsten Berthold, Cornelia S. Grosse, Rolf Schwonke

27. Assessing Students’ Problem Solving Ability and Cognitive Regulation with Learning Trajectories
Ron Stevens, Carole R. Beal, Marcia Sprang

Part V. Multi-agent Systems to Measure and Foster Metacognition and Self-Regulated Learning

28. Using Trace Data to Examine the Complex Roles of Cognitive, Metacognitive, and Emotional Self-Regulatory Processes During Learning with Multi-agent Systems
Roger Azevedo, Jason Harley, Gregory Trevors, Melissa Duffy, Reza Feyzi-Behnagh, François Bouchet, Ronald Landis

29. Investigating Self-Regulated Learning in Teachable Agent Environments
John S. Kinnebrew, Gautam Biswas, Brian Sulcer, Roger S. Taylor

30. Supporting Self-Regulated Science Learning in Narrative-Centered Learning Environments
James C. Lester, Bradford W. Mott, Jennifer L. Robison, Jonathan P. Rowe, Lucy R. Shores

31. A Behavior Change Perspective on Self-Regulated Learning with Teachable Agents
Marily Oppezzo, Daniel L. Schwartz

Part VI. Individual and Collaborative Learning in Classroom Settings

32. Electronic Portfolio Encouraging Active and Reflective Learning
Philip C. Abrami, Eva M. Bures, Einat Idan, Elizabeth Meyer, Vivek Venkatesh, Anne Wade

33. Overcoming Deceptive Clarity by Encouraging Metacognition in the Web-Based Inquiry Science Environment
Jennifer L. Chiu, Jennifer King Chen, Marcia C. Linn

34. Investigating Text–Reader Interactions in the Context of Supported etext
Bridget Dalton, Annemarie Sullivan Palincsar

35. Learning Functional Models of Aquaria: The ACT Project on Ecosystem Learning in Middle School Science
Ashok K. Goel, Spencer Rugaber, David A. Joyner, Swaroop S. Vattam, Cindy E. Hmelo-Silver, Rebecca Jordan, Suparna Sinha, Sameer Honwad, Catherine Eberbach

36. Dynamic Computerized Scaffolding of Metacognitive Activities in Small Groups
Inge Molenaar, Carla Boxtel, Peter Sleegers

37. Metacognitive Knowledge About and Metacognitive Regulation of Strategy Use in Self-Regulated Scientific Discovery Learning: New Methods of Assessment in Computer-Based Learning Environments
Hubertina Thillmann, Jill Gößling, Jessica Marschner, Joachim Wirth, Detlev Leutner

38. Model-Based Diagnosis for Regulative Support in Inquiry Learning
Wouter Joolingen, Ton Jong

39. Research on Self-Regulated Learning in Technology Enhanced Learning Environments: Two Examples from Europe
Roberto Carneiro, Karl Steffens

40. Self-Observation and Shared Reflection to Improve Pronunciation in L2
Giuliana Dettori, Valentina Lupi

Part VII. Motivation and Affect: Key Processes in Metacognition and Self-Regulated Learning

41. Fine-Grained Assessment of Motivation over Long Periods of Learning with an Intelligent Tutoring System: Methodology, Advantages, and Preliminary Results
Matthew L. Bernacki, Timothy J. Nokes-Malach, Vincent Aleven

42. Affective Learning Companions and the Adoption of Metacognitive Strategies
Winslow Burleson

43. How Mastery and Performance Goals Influence Learners’ Metacognitive Help-Seeking Behaviours When Using Ecolab II
Amanda Carr (nee Harris), Rose Luckin, Nicola Yuill, Katerina Avramides

44. Affect, Meta-affect, and Affect Regulation During Complex Learning
Sidney K. D’Mello, Amber Chauncey Strain, Andrew Olney, Art Graesser

45. Self-Regulated Learning with Hypermedia: Bringing Motivation into the Conversation
Daniel C. Moos, Christopher A. Stewart

46. The Role of Motivation in Knowledge Acquisition
Regina Vollmeyer, Falko Rheinberg

Keywords: Education, Learning & Instruction, Artificial Intelligence (incl. Robotics)