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International Handbook of Metacognition and Learning Technologies

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Table of Contents

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    Book Overview
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    Chapter 1 Metacognition and Learning Technologies: An Overview of Current Interdisciplinary Research
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    Chapter 2 Supporting Effective Self-Regulated Learning: The Critical Role of Monitoring
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    Chapter 3 Student and Teacher Perspectives on IMPROVE Self-Regulation Prompts in Web-Based Learning
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    Chapter 4 Adaptation to Context as Core Component of Self-Regulated Learning: The Example of Complexity and Epistemic Beliefs
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    Chapter 5 Retrieval-Monitoring-Feedback (RMF) Technique for Producing Efficient and Durable Student Learning
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    Chapter 6 Metacognition: A Closed-Loop Model of Biased Competition–Evidence from Neuroscience, Cognition, and Instructional Research
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    Chapter 7 Modeling and Studying Gaming the System with Educational Data Mining
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    Chapter 8 A Two-Tiered Approach to Analyzing Self-Regulated Learning Data to Inform the Design of Hypermedia Learning Environments
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    Chapter 9 Hypermedia and Self-Regulation: An Interplay in Both Directions
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    Chapter 10 Eye Tracking as a Tool to Study and Enhance Cognitive and Metacognitive Processes in Computer-Based Learning Environments
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    Chapter 11 Assessing Metacognitive Skills in Computerized Learning Environments
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    Chapter 12 Scaffolding Hypermedia Learning Through Metacognitive Prompts
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    Chapter 13 Metacognition and the Use of Tools
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    Chapter 14 Using Learning Management Systems as Metacognitive Tools to Support Self-Regulation in Higher Education Contexts
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    Chapter 15 Designing Learning Technologies to Support Self-Regulation During Ill-Structured Problem-Solving Processes
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    Chapter 16 Technology-Rich Tools to Support Self-Regulated Learning and Performance in Medicine
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    Chapter 17 Challenges of Investigating Metacognitive Tool Use and Effects in (Rich) Web-Based Learning Environments
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    Chapter 18 Analyzing Navigation Patterns to Scaffold Metacognition in Hypertext Systems
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    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
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    Chapter 20 nStudy: Tracing and Supporting Self-Regulated Learning in the Internet
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    Chapter 21 Help Seeking and Intelligent Tutoring Systems: Theoretical Perspectives and a Step Towards Theoretical Integration
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    Chapter 22 AnimalWatch: An Intelligent Tutoring System for Algebra Readiness
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    Chapter 23 Open Learner Models as Drivers for Metacognitive Processes
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    Chapter 24 Modeling and Scaffolding Self-Explanation Across Domains and Activities
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    Chapter 25 Towards Improving (Meta)cognition by Adapting to Student Uncertainty in Tutorial Dialogue
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    Chapter 26 Making Better Use of Multiple Representations: How Fostering Metacognition Can Help
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    Chapter 27 Assessing Students’ Problem Solving Ability and Cognitive Regulation with Learning Trajectories
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    Chapter 28 Using Trace Data to Examine the Complex Roles of Cognitive, Metacognitive, and Emotional Self-Regulatory Processes During Learning with Multi-agent Systems
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    Chapter 29 Investigating Self-Regulated Learning in Teachable Agent Environments
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    Chapter 30 Supporting Self-Regulated Science Learning in Narrative-Centered Learning Environments
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    Chapter 31 A Behavior Change Perspective on Self-Regulated Learning with Teachable Agents
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    Chapter 32 International Handbook of Metacognition and Learning Technologies
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    Chapter 33 International Handbook of Metacognition and Learning Technologies
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    Chapter 34 Investigating Text–Reader Interactions in the Context of Supported etext
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    Chapter 35 Learning Functional Models of Aquaria: The ACT Project on Ecosystem Learning in Middle School Science
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    Chapter 36 Dynamic Computerized Scaffolding of Metacognitive Activities in Small Groups
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    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
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    Chapter 38 Model-Based Diagnosis for Regulative Support in Inquiry Learning
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    Chapter 39 Research on Self-Regulated Learning in Technology Enhanced Learning Environments: Two Examples from Europe
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    Chapter 40 Self-Observation and Shared Reflection to Improve Pronunciation in L2
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    Chapter 41 Fine-Grained Assessment of Motivation over Long Periods of Learning with an Intelligent Tutoring System: Methodology, Advantages, and Preliminary Results
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    Chapter 42 Affective Learning Companions and the Adoption of Metacognitive Strategies
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    Chapter 43 How Mastery and Performance Goals Influence Learners’ Metacognitive Help-Seeking Behaviours When Using Ecolab II
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    Chapter 44 Affect, Meta-affect, and Affect Regulation During Complex Learning
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    Chapter 45 Self-Regulated Learning with Hypermedia: Bringing Motivation into the Conversation
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    Chapter 46 The Role of Motivation in Knowledge Acquisition
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    Chapter 47 Erratum: International Handbook of Metacognition and Learning Technologies
Attention for Chapter 47: Erratum: International Handbook of Metacognition and Learning Technologies
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Citations

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Chapter title
Erratum: International Handbook of Metacognition and Learning Technologies
Chapter number 47
Book title
International Handbook of Metacognition and Learning Technologies
Published by
Springer, New York, NY, January 2013
DOI 10.1007/978-1-4419-5546-3_47
Book ISBNs
978-1-4419-5545-6, 978-1-4419-5546-3
Authors

Roger Azevedo, Vincent Aleven, Azevedo, Roger, Aleven, Vincent

Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 436 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 3 <1%
United Kingdom 2 <1%
Germany 1 <1%
Belgium 1 <1%
Canada 1 <1%
Unknown 428 98%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 36 8%
Lecturer 18 4%
Student > Master 15 3%
Student > Doctoral Student 12 3%
Researcher 10 2%
Other 29 7%
Unknown 316 72%
Readers by discipline Count As %
Social Sciences 30 7%
Psychology 27 6%
Computer Science 22 5%
Arts and Humanities 7 2%
Mathematics 7 2%
Other 22 5%
Unknown 321 74%