Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners’ levels of prior knowledge in hypermedia-learning environments?

Taub, Michelle; Azevedo, Roger; Bouchet, François; Khosravifar, Babak

doi:10.1016/j.chb.2014.07.018

Cited by 113 publications

(89 citation statements)

References 31 publications

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“…One such important variable is background topic knowledge (e.g., Coiro, 2011). We could expect that, given a similar percentage of relevant pages visited, students with high background knowledge may fill in the existing gaps in their response, while students with low background knowledge may have difficulties overcoming an incomplete response generated through their navigation (cf., Taub, Azevedo, Bouchet, & Khosravifar, 2014).…”

Section: Resultsmentioning

confidence: 99%

Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills

Naumann

Salmerón

2016

IRRODL

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This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation, relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comprehension skill and relevant page selection on digital reading performance were found, while irrelevant page selection had a negative effect. In addition, an interaction between relevant page selection and offline comprehension skill was found. While the effect of relevant page selection was strong in good offline comprehenders, it was significantly reduced in weak offline comprehenders. The effect of offline comprehension skill was strong in students showing high rates of relevant page selection, while it was weak and insignificant in students showing low rates of relevant page selection.

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Section: Resultsmentioning

confidence: 99%

Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills

Naumann

Salmerón

2016

IRRODL

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“…For example, Arroyo and colleagues (2013) found that female learners had higher learning gains when they interacted with a female Pedagogical Agent (PA). Learners' prior knowledge was also found to influence the number of metacognitive strategies they used while interacting with an ALT promoting self-regulation (Taub et al 2014). Research by Harley and colleagues (2016b) further shows that personality and trait emotions influence students' emotions toward specific pedagogical agents.…”

Section: Proactive Approachesmentioning

confidence: 96%

Developing Emotion-Aware, Advanced Learning Technologies: A Taxonomy of Approaches and Features

Harley

Lajoie

Frasson

et al. 2016

Int J Artif Intell Educ

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A growing body of work on intelligent tutoring systems, affective computing, and artificial intelligence in education is exploring creative, technology-driven approaches to enhance learners' experience of adaptive, positively-valenced emotions while interacting with advanced learning technologies. Despite this, there has been no published work to date that captures this topic's breadth. We took up this grand challenge by integrating related empirical studies and existing conceptual work and proposing a theoretically-guided taxonomy for the development and improvement of emotion-aware systems. In particular, multiple strategies system developers may use to help learners experience positive emotions are mapped out, including those that require different amounts and types of information about the user, as well as when this information is required. Examples from the literature are provided to illustrate how different emotionaware system approaches can be combined to take advantage of different types of data, both prior to and during the learner-system interaction. High-level system features that emotion-aware systems can tailor to learners in order to elicit positive emotions are also described and exemplified. Theoretically, the taxonomy is primarily informed by the control-value theory of achievement emotions (Pekrun 2006(Pekrun , 2011 and its assumptions about the relationship between distal and proximal antecedents and the elicitation and and Graesser (2015) and is intended to guide the design of emotion-aware systems that can foster positive emotions during learner-system interactions through the use of varied approaches, data sources, and design features.

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“…La tabla 1 da cuenta del análisis realizado, cuyos datos se han organizado en función del nivel educativo en el que se han desarrollado los estudios: Moos, & Bonde, 2016;Schoor, & Bannert, 2012;Scott, & Schwartz, 2007;Taub, Azevedo, Bouchet, & Khosravifar, 2014;Yeh, & Yang, 2011 La gran diversidad de diseños hipermedia -desde los más sencillos, basados en la navegación web (Bannert, Sonnenberg, Mengelkamp, & Pieger, 2015) o enciclopedias hypermedia (Binbasaran Tuysuzoglu, & Greene, 2015), a los ambientes de aprendizaje más sofisticados que integran multitude de herramientas de aprendizaje (Taub, Azevedo, Bouchet, & Khosravifar, 2014), sumada a la variedad de instrumentos de investigación -desde autoinformes (Greene, Bolick, & Robertson, 2010), pasando por test estandarizados (Molenaar, Sleegers, & van Boxtel, 2014) a protocolos "think aloud" (Moos, 2014) y log de interacción (FeyziBehnagh et al 2014) trae consigo la necesidad de acotar la exposición de nuestros resultados. Así, hemos optado por analizar en mayor profundidad un número limitado de experiencias, seleccionando dos por cada nivel educativo en base a que bien fueran objeto de dos o más artículos de la presente revision, bien por su carácter innovador en la etapa.…”

Section: Resultsunclassified

Entornos hipermedia: posibilidades y retos

Esteban

Cerezo²,

Gutiérrez³

et al. 2017

R Est Inv Psico y Educ

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ResumenDiversos estudios subrayan el potencial que los entornos hipermedia tienen para el aprendizaje, sin embargo, las intervenciones demuestran desiguales resultados en función del tipo de aprendiz, contexto y características del entorno del entorno de aprendizaje. En el presente trabajo se sintetizan los resultados de una revisión sistemática de los artículos científicos sobre entornos hipermedia indexados en la Web of Science. Los resultados ponen de relieve la amplia utilización de este tipo de recursos en diferentes contextos educativos (desde escuela a reciclaje profesional), abordando una amplia gama de dominios (ciencias, humanidades, ingenierías, etc.) cuyo diseño se basa -en la mayor parte de casos-en modelos de autorregulación del aprendizaje enunciados desde diversas perspectivas y aplicando diferentes estrategias de seguimiento (logs, cuestionarios, toma de medidas fisiológicas, etc.) y andamiaje (protocolos think aloud, ask systems y diálogos con avatares entre otros). Las conclusiones extraídas de dicha revisión permiten identificar los factores que favorecen la exitosa implementación de las herramientas hipermedia en este tipo de procesos instruccionales, así como las amenazas que pueden poner en riesgo el adecuado progreso del alumno en tales contextos. Palabras clave metacognición; hipermedia; educación primaria; educación secundaria; educación superior AbstractSeveral studies point out the potential of hypermedia environments to promote metacognition and learning; however, research results show uneven results across interventions, mainly based on the characteristics of the learner, his/her context, and the features of the learning environment. This paper synthesizes the results of a systematic review of the scientific articles about hypermedia environments indexed in the Web of Science. Results highlight the wide use of this resources in different educational contexts (from primary school to higher eduation), addressing a wide range of domains (sciences, humanities, engineering, etc.) which apply different research and intervention designs, instruments (logs, questionnaires, taking of physiological measures, etc.) and scaffolding (protocols think aloud, ask systems), etc. The conclusions drawn from this review allow us to identify the factors that favor the successful implementation of hypermedia tools, as well as the threats that may jeopardize the student's progress in such contexts. Keywords metacognition; hypermedia; primary education; secondary education; higher education Introducción El desarrollo tecnológico acaecido en las últimas décadas ha posibilitado un abaratamiento de los dispositivos que ha redundado en la democratización del acceso no solo a la información, sino a la formación. En este contexto, los entornos hipermedia son de especial interés, ya que tienen el potencial de hacer llegar los contenidos a los aprendices de diversas formas, favoreciendo el progreso de los alumnos con diferentes estilos de aprendizaje (Liu, & Reed, 1995). Sin embargo, son numerosos los estudios pon...

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Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners’ levels of prior knowledge in hypermedia-learning environments?

Cited by 113 publications

References 31 publications

Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills

Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills

Developing Emotion-Aware, Advanced Learning Technologies: A Taxonomy of Approaches and Features

Entornos hipermedia: posibilidades y retos

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