Azevedo Roger

McGill University | McGill · Department of Educational and Counselling Psychology (ECP)

We used a false biofeedback methodology to investigate interactions among learners' affective states, metacognitive processes, and learning outcomes during multimedia learning. False-biofeedback is a method to induce physiological arousal (and resultant emotions) by presenting learners with audio stimuli of false heartbeats that are either accelera...

This study examined the temporal and dynamic nature of students’ self-regulatory processes while learning about the circulatory system with hypermedia. A total of 74 undergraduate students were randomly assigned to 1 of 2 conditions: independent learning or externally assisted learning. Participants in the independent learning condition used a hype...

A number of authors have presented data that challenge the validity of self-report of strategy use or choice of strategy. We created a multiple-choice measure of students’ strategy use based on the work of Kozminsky, E., and Kozminsky, L. (2001), and tested it with three samples as part of a series of studies testing the fit of the DIME model of re...

This article describes the problem of detecting the student mental models, i.e. students' knowledge states, during the self-regulatory activity of prior knowledge activation in MetaTutor, an intelligent tutoring system that teaches students self-regulation skills while learning complex science topics. The article presents several approaches to auto...

This chapter explores the role of self-regulation in learning with computer-based learning environments, and how it can be assessed and fostered.

In this mixed-method study, we converged product and process data to examine the effectiveness of three human scaffolding conditions in facilitating students’ learning about the circulatory system and the deployment of key self-regulatory processes during a 40-minute hypermedia learning task. Undergraduate students (N = 123) were randomly assigned...

We present in this chapter the architecture of the intelligent tutoring system MetaTutor that trains students to use metacognitive strategies while learning about complex science topics. The emphasis of this chapter is on the natural language components. In particular, we present in detail the natural language input assessment component used to det...

Self-regulated learning (SRL) with hypermedia environments involves a complex cycle of temporally unfolding cognitive and metacognitive processes that impact students’ learning. We present several methodological issues related to treating SRL as an event and strengths and challenges of using online trace methodologies to detect, trace, model, and f...

This experiment examined the role of emotion and motivation on metacognitive judgments and learning performance during multimedia learning. A false-biofeedback paradigm was used to induce emotional states and track learners’ metacognitive monitoring and control behaviors in a self-paced, linearly structured multimedia learning environment. Our resu...

The key to understanding complex learning with advanced learning technologies (e.g., hypermedia) lies in our ability to comprehend the temporal deployment of students’ cognitive, metacognitive, motivational, and affective processes. Our chapter will focus on critically analyzing the use of mixed-method approaches to analyze the complex nature of se...

Models of personal epistemology have not been sufficiently integrated despite conceptual similarities. We attempted to model both dimensional and positional aspects of personal epistemology, as well as examine the domain specificity of these phenomena. The conceptual framework for this study was a new model of epistemic and ontological cognitive de...

MetaTutor is a multi-agent, adaptive hypermedia learning environment that trains and fosters high school and college students' use of self-regulatory processes in the context of learning about science topics such as human body systems. The purpose of the MetaTutor environment is to examine the effectiveness of pedagogical agents (PAs) as external r...

An experiment was conducted to test the efficacy of a new intelligent hypermedia system, MetaTutor, which is intended to prompt and scaffold the use of self-regulated learning (SRL) processes during learning about a human body system. Sixty-eight (N=68) undergraduate students learned about the human circulatory system under one of three conditions:...

This symposium addresses how different classes of research methods, all based upon the use of log data from educational software, can facilitate the analysis of students' learning strategies and behaviors. To this end, four multi-method programs of research are discussed, including the use of qualitative, quantitative-statistical, quantitative-mode...

While research has documented the key role of monitoring processes during hypermedia learning, limited empirical research has used process data to examine the possibility that these processes mediate the relationship between motivational constructs (such as self-efficacy) and cognitive factors (such as prior domain knowledge) with hypermedia learni...

New literacies researchers have identified a core set of strategies for locating information, one of which is “reading a Web page to locate information that might be present there” (Leu etal. in: Rush, Eakle, Berger (eds) Secondary school reading and writing: What research reveals for classroom practices, 2007, p. 46). Do middle-school, high school...

In this study, we used think-aloud verbal protocols to examine how various macro-level processes of self-regulated learning (SRL; e.g., planning, monitoring, strategy use, handling of task difficulty and demands) were associated with the acquisition of a sophisticated mental model of a complex biological system. Numerous studies examine how specifi...

We,report preliminary,data of an initial laboratory study examining,the effectiveness of self-regulated learning (SRL) training versus no training on learners’ ability to deploy SRL processes and learn about the circulatory system,with MetaTutor. MetaTutor is an intelligent tutoring system (ITS) designed to train and foster learners’ SRL processes...

This study investigated the navigation patterns of 56 learners within a hypermedia learning environment, MetaTutor. Using K-Means cluster analysis, four types of navigational profiles were created. One cluster including participants who navigated primarily linearly through the learning environment, one showed high levels of non-linear progression,...

The 14th International Conference on Artificial Intelligence in Education (AIED2009) is being held July 6--10 2009 in Brighton, UK. AIED2009 is part of an ongoing series of biennial international conferences for top quality research in intelligent systems ...

This paper presents several methods to automatically detecting students' mental models in MetaTutor, an intelligent tutoring system that teaches students self-regulatory processes during learning of complex science topics. In particular, we focus on detecting students' mental models based on student- generated paragraphs during prior knowledge acti...

Learning about complex and challenging science topics with advanced learning technologies requires students to regulate their learning. The deployment of key cognitive and metacognitive regulatory processes is key to enhancing learning in open-ended learning environments such as hypermedia. In this paper, we propose a metaphor - Computers as MetaCo...

Self-report data and think-aloud data from 37 undergraduates were used to examine the impact of conceptual scaffolds on self-efficacy, monitoring, and planning during learning with a commercial hypermedia environment. Participants, randomly assigned to either the No Scaffolding (NS) or Conceptual Scaffolding (CS) condition, used a hypermedia enviro...

We propose an integration of aspects of several developmental and systems of beliefs models of personal epistemology. Qualitatively different positions, including realism, dogmatism, skepticism, and rationalism, are characterized according to individuals' beliefs across three dimensions in a model of epistemic and ontological cognition. This model...

This paper examines the dynamics of college students' self- regulatory processes within self-regulated learning (SRL) and externally- regulated learning (ERL) episodes during hypermedia learning. We re-analyzed and extended the results from an original study recently conducted by Azevedo and colleagues (1) to address four questions related to adapt...

We collected think-aloud, pre-test, post-test, and motivation data from 43 undergraduates to examine the impact of conceptual scaffolds on the fluctuation of certain motivation constructs and use of self-regulatory processes during learning with hypermedia. Participants were randomly assigned to either the No Scaffolding (NS) or Conceptual Scaffold...

Research involving gifted and grade-level students has shown that they display differences in their knowledge of self-regulatory strategies. However, little research exists regarding whether these students differ in their actual use of these strategies. This study aimed to address this question by examining think-aloud data collected from 98 gifted...

Think-aloud and pre-test data were collected from 49 undergraduates with varying levels of prior domain knowledge to examine the relationship between prior domain knowledge and self-regulated learning with hypermedia. During the experimental session, each participant individually completed a pretest on the circulatory system, and then one 40-min hy...

We examined how self-regulated learning (SRL) and externally-facilitated self-regulated learning (ERL) differentially affected adolescents’ learning about the circulatory system while using hypermedia. A total of 128 middle-school and high school students with little prior knowledge of the topic were randomly assigned to either the SRL or ERL condi...

Self-regulated learning (SRL) involves a complex set of interactions between cognitive, metacognitive, motivational and affective processes. The key to understanding the influence of these self-regulatory processes on learning with open-ended, non-linear learning computer-based environments involves detecting, capturing, identifying, and classifyin...

In this study we examined the effectiveness of self-regulated learning (SRL) and externally regulated learning (ERL) on college students’ learning about a science topic with hypermedia during a 40-min session. A total of 82 college students with little knowledge of the topic were randomly assigned either to the SRL or ERL condition. Students in the...

This theoretical review of Winne and Hadwin’s model of self-regulated learning (SRL) seeks to highlight how the model sheds new light on current research as well as suggests interesting new directions for future work. The authors assert that the model’s more complex cognitive architecture, inclusion of monitoring and control within each phase of le...

A significant proportion of American high school students struggle with reading comprehension. Theoretical models of reading comprehension might help researchers understand these difficulties, because they can point to variables that make the largest contributions to comprehension. On the basis of an extensive review of the literature, we created a...

This study examined 148 adolescents' use of self-regulated learning (SRL) processes when learning about the circulatory system using hypermedia. We examined participants' verbal protocols to determine the relationship between SRL processes and qualitative shifts in students' mental models from pretest to posttest. Results indicated that participant...

This study empirically examines the temporal nature of students' self-regulatory behavior while learning about a complex science topic using hypermedia. The experiment involved randomly assigning 74 undergraduate students to one of two tutoring conditions: self-regulated learning (SRL) or externally-regulated learning (ERL). Participants in the sel...

The study examined the differences in the frequency and quality of student generated questions while using a hypermedia environment. We also examined what specific self-regulatory processes were present prior and following student generated questions. The experiment involved 20 college students from a larger study and categorized them into two sepa...

Proficient readers engage in a wide range of cognitive and metacognitive strategies, and both developmental and classroom intervention researchers are in need of high-quality measures of strategy use. Several researchers have recently called into question the validity of the most common type of measures of strategy use in reading, self-report or in...

What strategies do students use when given conceptual scaffolds while learning with hypermedia and when do students use these strategies during learning? We collected think-aloud, pre-test, and posttest data from 37 undergraduates to examine these two research questions. Participants were randomly assigned to either the No Scaffolding (NS) or Conce...

The help-seeking behavior of 67 learners (29 low and 38 high conceptual-gain) using a hypermedia environment to learn about the circulatory system was investigated in a naturalistic tutoring condition. Results showed that participants who demonstrated greater conceptual gain (from pretest to posttest) asked significantly greater number of cognitive...

We examined the effectiveness of self-regulated learning (SRL) and externally regulated learning (ERL) on college students' learning about a science topic with hypermedia. Eighty-two (N = 82) college students with little knowledge of the topic were randomly assigned either to the SRL or ERL condition. Learners in the SRL condition regulated their o...

This article provides an overview of our research on self-regulated learn- ing (SRL) and students learning about complex and challenging science topics with hypermedia. We provide an overview of our research goals, present several theoretical and methodological issues addressed by our research, and provide a synthesis of the major findings from our...

This study examined 214 adolescents' use of self-regulated learning (SRL) behaviors when learning about the circulatory system using hypermedia for 40 minutes. We examined students' verbal protocols to determine the relationship between SRL behaviors and qualitative shifts in students' mental models from pretest to posttest. Results indicated that...

This study examines the effectiveness of three scaffolding conditions on adolescents’ learning about the circulatory system with a hypermedia learning environment. One hundred and eleven adolescents (n = 111) were randomly assigned to one of three scaffolding conditions (adaptive scaffolding (AS), fixed scaffolding (FS), or no scaffolding (NS)) and...

Abstract A body of research has demonstrated when multiple representations of content help students learn. Few studies, however, have used process measures to understand what different cognitive processes student enact when learning from different representations.We collected pretest, posttest, think-aloud, and video data from 45 undergraduatestude...

In this study we examined the effectiveness of self-regulated learning (SRL) and externally-regulated learning (ERL) on adolescents' learning about the circulatory system with hypermedia. A total of 128 middle-school and high school students with little knowledge of the topic were randomly assigned either to the SRL or ERL condition. Learners in th...

Sixty-two high-school biology students, paired heterogeneously based on prior knowledge, learned about genetic using GenScope, a computer-based learning environment (CBLE), over four 90-minute class periods. Differences between low and high prior knowledge students emerged with convergence of verbal process data and pre- and post-test product data....

The authors examined the effectiveness of self-regulated learning (SRL) training in facilitating college students' learning with hypermedia. Undergraduate students (N = 131) were randomly assigned to either a training condition or a control condition and used a hypermedia environment to learn about the circulatory system. Students in the SRL group...

Is adaptive scaffolding effective in facilitating students’ ability to regulate their learning of complex science topics with hypermedia? We examined the role of different scaffolding instructional interventions in facilitating students’ shift to more sophisticated mental models as indicated by both performance and process data. Undergraduate stude...

This classroom study examined the role of low-achieving students' self- regulated learning (SRL) behaviors and their teacher's scaffolding of SRL while using a Web-based water quality simulation environment to learn about ecological systems. Forty-nine 11th and 12th grade students learned about ecology and the effects of land use on water quality b...

This study examines the role of self-regulated learning (SRL) in facilitating students' shifts to more sophisticated mental models of the circulatory system as indicated by both performance and process data. We began with Winne and colleagues' information processing model of SRL (Winne, 2001; Winne & Hadwin, 1998) and used it to examine how student...

This study examined the role of different goal-setting instructional interventions in facilitating students' shift to more sophisticated mental models of the circulatory system as indicated by both performance and process data. Researchers adopted the information processing model of self-regulated learning of P. Winne and colleagues (1998, 2001) an...

High-school students' understanding of science as a result of using the RiverWeb SM Water Quality Simulator (WQS), a Web-based water management simulation, is described. Eight student pairs participated in a series of science activities, which revolved around using the WQS to explore the impact of land use on water quality. Students received scaffo...

We examined the effectiveness of different scaffolding interventions in facilitating adolescents' shift to more sophisticated mental models as indicated by both performance and process data. Ninety-three (N = 93) adolescents were randomly assigned to one of three scaffolding conditions (adaptive content and process scaffolding [ACPS], adaptive proc...

Abstract This study ,explored ,learners’ utilization of multiple representations of information ,within a hypermedia ,learning environment,during ,self-regulated and ,externally-regulated learning,episodes. 135 middle ,school ,and ,high ,school participants were randomly,assigned to either a self-regulated learning (SRL) condition, in which the lea...

This study empirically examines students’ use of various representations (text-only, text and diagram, videos, and externally constructed representations) while learning about a complex science topic using hypermedia. Eighty-two undergraduate students were randomly assigned to one of two tutoring conditions: self-regulated learning (SRL) or externa...

Abstract This study examined ,the role of different instructional interventions in facilitating students ability to shift to more,sophisticated mental models,of the circulatory system,as indicated,by performance,measures ,and process data. Undergraduate ,students (N = 24) were randomly assigned to one of three instructional conditions (learner-gene...