International Handbook of Metacognition and Learning Technologies

Chapter 1 Metacognition and Learning Technologies: An Overview of Current Interdisciplinary Research

Chapter 2 Supporting Effective Self-Regulated Learning: The Critical Role of Monitoring

Chapter 3 Student and Teacher Perspectives on IMPROVE Self-Regulation Prompts in Web-Based Learning

Chapter 4 Adaptation to Context as Core Component of Self-Regulated Learning: The Example of Complexity and Epistemic Beliefs

Chapter 5 Retrieval-Monitoring-Feedback (RMF) Technique for Producing Efficient and Durable Student Learning

Chapter 6 Metacognition: A Closed-Loop Model of Biased Competition–Evidence from Neuroscience, Cognition, and Instructional Research

Chapter 7 Modeling and Studying Gaming the System with Educational Data Mining

Chapter 8 A Two-Tiered Approach to Analyzing Self-Regulated Learning Data to Inform the Design of Hypermedia Learning Environments

Chapter 9 Hypermedia and Self-Regulation: An Interplay in Both Directions

Chapter 10 Eye Tracking as a Tool to Study and Enhance Cognitive and Metacognitive Processes in Computer-Based Learning Environments

Chapter 11 Assessing Metacognitive Skills in Computerized Learning Environments

Chapter 12 Scaffolding Hypermedia Learning Through Metacognitive Prompts

Chapter 13 Metacognition and the Use of Tools

Chapter 14 Using Learning Management Systems as Metacognitive Tools to Support Self-Regulation in Higher Education Contexts

Chapter 15 Designing Learning Technologies to Support Self-Regulation During Ill-Structured Problem-Solving Processes

Chapter 16 Technology-Rich Tools to Support Self-Regulated Learning and Performance in Medicine

Chapter 17 Challenges of Investigating Metacognitive Tool Use and Effects in (Rich) Web-Based Learning Environments

Chapter 18 Analyzing Navigation Patterns to Scaffold Metacognition in Hypertext Systems

Chapter 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

Chapter 20 nStudy: Tracing and Supporting Self-Regulated Learning in the Internet

Chapter 21 Help Seeking and Intelligent Tutoring Systems: Theoretical Perspectives and a Step Towards Theoretical Integration

Chapter 22 AnimalWatch: An Intelligent Tutoring System for Algebra Readiness

Chapter 23 Open Learner Models as Drivers for Metacognitive Processes

Chapter 24 Modeling and Scaffolding Self-Explanation Across Domains and Activities

Chapter 25 Towards Improving (Meta)cognition by Adapting to Student Uncertainty in Tutorial Dialogue

Chapter 26 Making Better Use of Multiple Representations: How Fostering Metacognition Can Help

Chapter 27 Assessing Students’ Problem Solving Ability and Cognitive Regulation with Learning Trajectories

Chapter 28 Using Trace Data to Examine the Complex Roles of Cognitive, Metacognitive, and Emotional Self-Regulatory Processes During Learning with Multi-agent Systems

Chapter 29 Investigating Self-Regulated Learning in Teachable Agent Environments

Chapter 30 Supporting Self-Regulated Science Learning in Narrative-Centered Learning Environments

Chapter 31 A Behavior Change Perspective on Self-Regulated Learning with Teachable Agents

Chapter 32 International Handbook of Metacognition and Learning Technologies

Chapter 33 International Handbook of Metacognition and Learning Technologies

Chapter 34 Investigating Text–Reader Interactions in the Context of Supported etext

Chapter 35 Learning Functional Models of Aquaria: The ACT Project on Ecosystem Learning in Middle School Science

Chapter 36 Dynamic Computerized Scaffolding of Metacognitive Activities in Small Groups

Chapter 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

Chapter 38 Model-Based Diagnosis for Regulative Support in Inquiry Learning

Chapter 39 Research on Self-Regulated Learning in Technology Enhanced Learning Environments: Two Examples from Europe

Chapter 40 Self-Observation and Shared Reflection to Improve Pronunciation in L2

Chapter 41 Fine-Grained Assessment of Motivation over Long Periods of Learning with an Intelligent Tutoring System: Methodology, Advantages, and Preliminary Results

Chapter 42 Affective Learning Companions and the Adoption of Metacognitive Strategies

Chapter 43 How Mastery and Performance Goals Influence Learners’ Metacognitive Help-Seeking Behaviours When Using Ecolab II

Chapter 44 Affect, Meta-affect, and Affect Regulation During Complex Learning

Chapter 45 Self-Regulated Learning with Hypermedia: Bringing Motivation into the Conversation

Chapter 46 The Role of Motivation in Knowledge Acquisition

Chapter 47 Erratum: International Handbook of Metacognition and Learning Technologies