Roger Azevedo

Q: What Schools Are Affiliated With Roger Azevedo

Roger Azevedo is affiliated with the following schools: University of Central Florida, University of Maryland, College Park, McGill University, University of Memphis, North Carolina State University, Carnegie Mellon University

Roger Azevedo's AcademicInfluence.com Rankings

Roger Azevedo

Psychology

#2943

World Rank

#3373

Historical Rank

Educational Psychology

#91

World Rank

#99

Historical Rank

Cognitive Science

#143

World Rank

#144

Historical Rank

psychology Degrees

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Psychology

Roger Azevedo's Degrees

PhD Educational Psychology University of California, Santa Barbara
Masters Educational Psychology University of California, Santa Barbara
Bachelors Psychology University of California, Santa Barbara

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Roger Azevedo's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Does training on self-regulated learning facilitate students' learning with hypermedia? (2004) (779)
Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning (2005) (641)
Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds (2005) (512)
Testing and refining the direct and inferential mediation model of reading comprehension (2007) (506)
Does adaptive scaffolding facilitate students ability to regulate their learning with hypermedia? q (2004) (452)
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions (2007) (414)
Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? (2008) (324)
Understanding Complex Systems: Some Core Challenges (2006) (322)
Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia (2005) (304)
The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia (2004) (300)
Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion (2009) (297)
A Meta-Analysis of the Effects of Feedback in Computer-Based Instruction (1995) (292)
A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system☆☆☆ (2009) (292)
Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues (2015) (280)
Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges (2010) (278)
Computer Environments as Metacognitive Tools for Enhancing Learning (2005) (270)
Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy (2009) (264)
Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions (2008) (241)
International Handbook of Metacognition and Learning Technologies (2013) (229)
Teaching and Learning in Technology-Rich Environments (2006) (215)
Self-regulated learning with hypermedia : The role of prior domain knowledge (2008) (209)
The Measurement of Learners’ Self-Regulated Cognitive and Metacognitive Processes While Using Computer-Based Learning Environments (2010) (200)
Self-regulated Learning with MetaTutor: Advancing the Science of Learning with MetaCognitive Tools (2010) (162)
The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning (2015) (160)
Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system (2015) (157)
Supporting Self-Regulated Learning with gStudy Software: The Learning Kit Project ** (2006) (153)
A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system (2014) (148)
Using Trace Data to Examine the Complex Roles of Cognitive, Metacognitive, and Emotional Self-Regulatory Processes During Learning with Multi-agent Systems (2013) (139)
Understanding the complex nature of self-regulatory processes in learning with computer-based learning environments: an introduction (2007) (127)
Monitoring, planning, and self-efficacy during learning with hypermedia: The impact of conceptual scaffolds (2008) (122)
Self-report of reading comprehension strategies: What are we measuring? (2007) (121)
Advances in scaffolding learning with hypertext and hypermedia: a summary and critical analysis (2008) (119)
Predicting Affect from Gaze Data during Interaction with an Intelligent Tutoring System (2014) (118)
Analyzing Multimodal Multichannel Data about Self-Regulated Learning with Advanced Learning Technologies: Issues and Challenges (2019) (108)
Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners' levels of prior knowledge in hypermedia-learning environments? (2014) (107)
The effect of a human agent’s external regulation upon college students’ hypermedia learning (2007) (107)
Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level. (2010) (103)
MetaTutor: A MetaCognitive Tool for Enhancing Self-Regulated Learning (2009) (99)
Self-efficacy and prior domain knowledge: to what extent does monitoring mediate their relationship with hypermedia learning? (2009) (92)
Adaptive Content and Process Scaffolding: A key to facilitating students' self-regulated learning with hypermedia (2011) (89)
Exploring differences between gifted and grade-level students' use of self-regulatory learning processes with hypermedia (2006) (88)
Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia (2008) (88)
Beyond intelligent tutoring systems: Using computers as METAcognitive tools to enhance learning? (2002) (87)
Clustering and Profiling Students According to their Interactions with an Intelligent Tutoring System Fostering Self-Regulated Learning (2013) (86)
Self-Regulated Learning with Hypermedia (2009) (81)
Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning (2014) (77)
Why Is Externally-Regulated Learning More Effective Than Self-Regulated Learning with Hypermedia? (2005) (73)
The Role of Goal Structure in Undergraduates’ Use of Self-Regulatory Variables in Two Hypermedia Learning Tasks (2006) (72)
The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment (2020) (71)
Using sequence mining to reveal the efficiency in scientific reasoning during STEM learning with a game-based learning environment (2017) (71)
Self-Regulation of Learning with Computer-Based Learning Environments (2011) (69)
Inferring Learning from Gaze Data during Interaction with an Environment to Support Self-Regulated Learning (2013) (67)
Self-Regulated Learning Processes Vary as a Function of Epistemic Beliefs and Contexts: Mixed Method Evidence from Eye Tracking and Concurrent and Retrospective Reports (2016) (63)
Mnemotechnics in Second-Language Learning (2012) (61)
Can Students Collaboratively Use Hypermedia to Learn Science? The Dynamics of Self-and other-Regulatory Processes in an Ecology Classroom (2004) (58)
The Effectiveness of Pedagogical Agents' Prompting and Feedback in Facilitating Co-adapted Learning with MetaTutor (2012) (58)
Note-taking within MetaTutor: interactions between an intelligent tutoring system and prior knowledge on note-taking and learning (2014) (56)
The Temporal and Dynamic Nature of Self-Regulatory Processes During Independent and Externally Assisted Hypermedia Learning (2011) (55)
Understanding and Reasoning about Real-Time Cognitive, Affective, and Metacognitive Processes to Foster Self-Regulation with Advanced Learning Technologies (2017) (53)
Automatic Detection of Student Mental Models During Prior Knowledge Activation in MetaTutor (2009) (52)
How are students’ emotions related to the accuracy of cognitive and metacognitive processes during learning with an intelligent tutoring system? (2019) (51)
Use of Hypermedia to Assess and Convey Self-Regulated Learning (2011) (51)
Enhancing Student Models in Game-based Learning with Facial Expression Recognition (2017) (51)
Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a metacognitive scaffold (2010) (50)
Identifying Students' Characteristic Learning Behaviors in an Intelligent Tutoring System Fostering Self-Regulated Learning (2012) (50)
Using multi-channel data with multi-level modeling to assess in-game performance during gameplay with Crystal Island (2017) (49)
High-School Students' Regulation of Learning During Computer-Based Science Inquiry (2005) (47)
Multimodal learning analytics for game-based learning (2020) (47)
Metacognition and Learning Technologies: An Overview of Current Interdisciplinary Research (2013) (46)
How Does Prior Knowledge Influence Eye Fixations and Sequences of Cognitive and Metacognitive SRL Processes during Learning with an Intelligent Tutoring System? (2019) (45)
Metacognitive scaffolds improve self-judgments of accuracy in a medical intelligent tutoring system (2014) (45)
The Cognitive Basis for the Design of a Mammography Interpretation Tutor 1 (1998) (44)
Advances in scaffolding learning with hypertext and hypermedia: theoretical, empirical, and design issues (2008) (44)
Examining the predictive relationship between personality and emotion traits and students’ agent-directed emotions: towards emotionally-adaptive agent-based learning environments (2016) (43)
Dysregulated Learning with Advanced Learning Technologies (2010) (40)
Team regulation in a simulated medical emergency: An in-depth analysis of cognitive, metacognitive, and affective processes (2015) (39)
The Cambridge Handbook of the Learning Sciences: Metacognition (2014) (39)
Using a False Biofeedback Methodology to Explore Relationships between Learners' Affect, Metacognition, and Performance. (2013) (36)
MetaTutor: Analyzing Self-Regulated Learning in a Tutoring System for Biology (2009) (36)
Aligning and Comparing Data on Emotions Experienced during Learning with MetaTutor (2013) (34)
Integrating metacognitive judgments and eye movements using sequential pattern mining to understand processes underlying multimedia learning (2019) (34)
Are Pedagogical Agents' External Regulation Effective in Fostering Learning with Intelligent Tutoring Systems? (2016) (34)
Measuring strategy use in context with multiple-choice items (2011) (34)
Reflections on the field of metacognition: issues, challenges, and opportunities (2020) (33)
Using Data Visualizations to Foster Emotion Regulation During Self-Regulated Learning with Advanced Learning Technologies (2017) (32)
Cognitive Tools for Assessment and Learning in a High Information Flow Environment (1998) (31)
Relevance of learning analytics to measure and support students' learning in adaptive educational technologies (2017) (31)
Locating information within extended hypermedia (2009) (31)
“Let's Set Up Some Subgoals”: Understanding Human-Pedagogical Agent Collaborations and Their Implications for Learning and Prompt and Feedback Compliance (2018) (30)
Self-Regulation in Computer-Assisted Learning Systems (2019) (29)
Automatic Detection of Student Mental Models Based on Natural Language Student Input During Metacognitive Skill Training (2011) (29)
The Dynamics of Self-regulatory Processes within Self-and Externally Regulated Learning Episodes During Complex Science Learning with Hypermedia (2008) (29)
Understanding and measuring emotions in technology-rich learning environments (2019) (28)
Measuring Learners' Co-Occurring Emotional Responses during Their Interaction with a Pedagogical Agent in MetaTutor (2012) (25)
Online Process Scaffolding and Students' Self-Regulated Learning with Hypermedia. (2003) (25)
The effect of multimedia discrepancies on metacognitive judgments (2012) (25)
The Impact of Contextualized Emotions on Self-Regulated Learning and Scientific Reasoning during Learning with a Game-Based Learning Environment (2019) (24)
Is More Agency Better? The Impact of Student Agency on Game-Based Learning (2017) (23)
Interdisciplinary Research Methods Used to Investigate Emotions with Advanced Learning Technologies (2016) (23)
Can Adaptive Pedagogical Agents' Prompting Strategies Improve Students' Learning and Self-Regulation? (2016) (21)
The Role of Co-Regulated Learning during Students' Understanding of Complex Systems with Hypermedia. (2003) (21)
Integrating Cognitive, Metacognitive, and Affective Regulatory Processes with MetaTutor (2011) (21)
Predictive Student Modeling in Game-Based Learning Environments with Word Embedding Representations of Reflection (2020) (21)
Emotion recognition with facial expressions and physiological signals (2017) (20)
The Cambridge Handbook of Multimedia Learning: Multimedia Learning of Metacognitive Strategies (2014) (19)
Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition. (2010) (18)
Using data visualizations to foster emotion regulation during self-regulated learning with advanced learning technologies: a conceptual framework (2017) (18)
Multiple Negative Emotions During Learning With Digital Learning Environments – Evidence on Their Detrimental Effect on Learning From Two Methodological Approaches (2019) (18)
Using Computers as MetaCognitive Tools to Foster Students' Self-Regulated Learning (2006) (17)
Impact of Different Pedagogical Agents' Adaptive Self-regulated Prompting Strategies on Learning with MetaTutor (2013) (17)
Emotions and Motivation on Performance during Multimedia Learning: How Do I Feel and Why Do I Care? (2010) (17)
Using Sequence Mining to Analyze Metacognitive Monitoring and Scientific Inquiry based on Levels of Efficiency and Emotions during Game-Based Learning (2018) (17)
Prediction of Student Achievement Goals and Emotion Valence during Interaction with Pedagogical Agents (2018) (16)
The Role of Negative Emotions and Emotion Regulation on Self-Regulated Learning with MetaTutor (2018) (16)
Filtered Time Series Analyses of Student Problem-Solving Behaviors in Game-based Learning (2018) (15)
Do different goal-setting conditions facilitate students' ability to regulate their learning of complex science topics with RiverWeb? (2002) (14)
Computational Aspects of the Intelligent Tutoring System MetaTutor (2010) (14)
Transitioning self-regulated learning profiles in hypermedia-learning environments (2017) (14)
The Dynamic Nature of Self-Regulatory Behavior in Self-Regulated Learning and Externally-Regulated Learning Episodes (2007) (13)
An Investigation of Accuracy of Metacognitive Judgments during Learning with an Intelligent Multi-Agent Hypermedia Environment (2011) (12)
Using Multi-level Modeling with Eye-Tracking Data to Predict Metacognitive Monitoring and Self-regulated Learning with Crystal Island (2016) (12)
Self-Regulation of Learning with Multiple Representations in Hypermedia (2005) (12)
Assessing the effects of feedback in computer-assisted learning (1995) (11)
Investigating the Role of Goal Orientation: Metacognitive and Cognitive Strategy Use and Learning with Intelligent Tutoring Systems (2018) (11)
The Effects of Computer-Presented Feedback on Learning from Computer-Based Instruction: A Meta-Analysis. (1995) (11)
Predictive Student Modeling in Educational Games with Multi-Task Learning (2020) (11)
Toward a Feature-Driven Understanding of Students' Emotions during Interactions with Agent-Based Learning Environments: A Selective Review (2014) (11)
How Do Students Regulate their Learning of Complex Systems with Hypermedia (2002) (11)
Quantifying Scientific Thinking Using Multichannel Data With Crystal Island: Implications for Individualized Game-Learning Analytics (2020) (10)
Expert-novice differences in mammogram interpretation (2007) (10)
The Role of Self-Regulated Learning in Fostering Students' Understanding of Complex Systems with Hypermedia. (2003) (10)
Workshop on Opportunities for intelligent and adaptive behavior in collaborative learning systems (2010) (10)
Automated Analysis of Middle School Students’ Written Reflections During Game-Based Learning (2020) (10)
Toward affect-sensitive virtual human tutors: The influence of facial expressions on learning and emotion (2017) (10)
Using Eye-Tracking to Determine the Impact of Prior Knowledge on Self-Regulated Learning with an Adaptive Hypermedia-Learning Environment (2016) (9)
How do Emotions Change during Learning with an Intelligent Tutoring System? Metacognitive Monitoring and Performance with MetaTutor (2020) (9)
Examining the Predictive Relationship Between Personality and Emotion Traits and Learners' Agent-Direct Emotions (2015) (9)
CSCL and Learning Analytics: Opportunities to Support Social Interaction, Self-Regulation and Socially Shared Regulation (2015) (9)
Coupling between Metacognition and Emotions during STEM Learning with Advanced Learning Technologies: A Critical Analysis, Implications for Future Research, and Design of Learning Systems. (2017) (9)
Gaze-Enhanced Student Modeling for Game-based Learning (2018) (9)
Impact of Individual Differences on Affective Reactions to Pedagogical Agents Scaffolding (2016) (9)
The Role of Prompting and Feedback in Facilitating Students' Learning about Science with MetaTutor (2010) (9)
The Impact of Student Individual Differences and Visual Attention to Pedagogical Agents During Learning with MetaTutor (2017) (9)
Game-Based Learning Analytics for Supporting Adolescents' Reflection (2021) (8)
Assessing Learning with MetaTutor, a Multi-Agent Hypermedia Learning Environment (2014) (8)
We Won’t Waste You, Design for Social Inclusion Project Based Learning methodology to connect the students to the society and the environment through innovation (2018) (8)
Changes in Emotion and Their Relationship with Learning Gains in the Context of MetaTutor (2018) (8)
Modeling Player Engagement with Bayesian Hierarchical Models (2018) (8)
A Theoretical and Evidence-Based Conceptual Design of MetaDash: An Intelligent Teacher Dashboard to Support Teachers' Decision Making and Students’ Self-Regulated Learning (2021) (8)
Issues in the Measurement of Cognitive and Metacognitive Regulatory Processes Used During Hypermedia Learning (2009) (8)
Exploring Relationships between Learners' Affective States, Metacognitive Processes, and Learning Outcomes (2012) (8)
The Effects of Autonomy on Emotions and Learning in Game-Based Learning Environments (2017) (7)
Evaluating Adaptive Pedagogical Agents' Prompting Strategies Effect on Students' Emotions (2018) (7)
Improving prediction of students’ performance in intelligent tutoring systems using attribute selection and ensembles of different multimodal data sources (2021) (7)
Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System (2022) (7)
Adolescents' Use of SRL Behaviors and Their Relation to Qualitative Mental Model Shifts While Using Hypermedia (2005) (7)
Does Training of Cognitive and Metacognitive Regulatory Processes Enhance Learning and Deployment of Processes with Hypermedia? (2015) (7)
Combining Scripts, Group Awareness Tools and Self-Regulated Learning - Theoretical Implications and Practical Implementations (2020) (6)
Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data (2022) (6)
The Role of Achievement Goal Orientation on Metacognitive Process Use in Game-Based Learning (2019) (6)
Can Scaffolds from Pedagogical Agents Influence Effective Completion of Sub-Goals during Learning with a Multi-Agent Hypermedia-Learning Environment? (2014) (5)
Learners' Gaze Behaviors and Metacognitive Judgments with an Agent-Based Multimedia Environment (2019) (5)
Analyzing Human Tutorial Dialogues for Cohesion and Coherence During Hypermedia Learning of a Complex Science Topic (2007) (5)
Capturing Sequences of Learners' Self-Regulatory Interactions With Instructional Material During Game-Based Learning Using Auto-Recurrence Quantification Analysis (2022) (5)
Student Subtyping via EM-Inverse Reinforcement Learning (2020) (5)
Using Hypermedia to Learn about Complex Systems : A Self-Regulation Model (2001) (5)
Empowering Teachers to Design Learning Resources with Metacognitive Interface Elements (2013) (5)
How Are Students' Emotions Associated with the Accuracy of Their Note Taking and Summarizing During Learning with ITSs? (2018) (5)
Erratum: International Handbook of Metacognition and Learning Technologies (2013) (5)
Examining Learners' Emotional Responses to Virtual Pedagogical Agents' Tutoring Strategies (2011) (5)
The Effectiveness of a Pedagogical Agent's Immediate Feedback on Learners' Metacognitive Judgments during Learning with MetaTutor (2012) (5)
Impact of Learner-Centered Affective Dynamics on Metacognitive Judgements and Performance in Advanced Learning Technologies (2018) (5)
Fostering Learners ’ Collaborative Problem Solving with RiverWeb (2001) (5)
Using Intelligent Multi-Agent Systems to Model and Foster Self-Regulated Learning: A Theoretically-Based Approach Using Markov Decision Process (2013) (5)
Predicting Co-occurring Emotions from Eye-Tracking and Interaction Data in MetaTutor (2021) (5)
Modeling Metacomprehension Monitoring Accuracy with Eye Gaze on Informational Content in a Multimedia Learning Environment (2020) (4)
Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning (2014) (4)
The measurement of cognitive and metacognitive control processes during the study with the hypermedia (2010) (4)
Cognitive Tools for Medical Informatics (2020) (4)
A Study of Subjective Emotions, Self-Regulatory Processes, and Learning Gains: Are Pedagogical Agents Effective in Fostering Learning? (2014) (4)
The Challenge of Measuring Processes and Outcomes While Learning from Multiple Representations with Advanced Learning Technologies (2020) (4)
Can Students Collaboratively Use Hypermedia to Learn about Science? The Dynamics of Self-and Other-regulatory Processes in the Classroom (2004) (4)
How Do Different Levels of AU4 Impact Metacognitive Monitoring During Learning with Intelligent Tutoring Systems? (2018) (4)
Adolescents ’ Use of Multiple Representations of Information in Self-regulated and Externally-regulated Learning with Hypermedia (2008) (4)
Learners' exploratory behavior within MetaTutor (2009) (4)
Is Externally-regulated Learning by a Human Tutor Effective in Facilitating Learning with Hypermedia? (2006) (4)
Investigating Student Reflection during Game-Based Learning in Middle Grades Science (2021) (3)
The Effectiveness of Hypermedia Instructional Modules for Radiology Residents (1995) (3)
Autonomy and Types of Informational Text Presentations in Game-Based Learning Environments (2019) (3)
Are There Benefits of Using Multiple Pedagogical Agents to Support and Foster Self-Regulated Learning in an Intelligent Tutoring System? (2016) (3)
Metatutor: An adaptive system for fostering self-regulated learning (2009) (3)
The Influence of External-Regulation on Student Generated Questions during Hypermedia Learning (2007) (3)
The Effectiveness of Computer-Based Hypermedia Teaching Modules for Radiology Residents (1995) (3)
Identifying How Metacognitive Judgments Influence Student Performance During Learning with MetaTutorIVH (2018) (3)
The Role of Pedagogical Agents on Learning: Issues and Trends (2016) (3)
Adaptive scaffolding and self-regulated learning from hypermedia: A developmental study (2004) (3)
Examining Gaze Behaviors and Metacognitive Judgments of Informational Text Within Game-Based Learning Environments (2019) (3)
Self-regulated learning with hypermedia : The role of prior domain knowledge q (2008) (3)
Emotions and the Comprehension of Single versus Multiple Texts during Game-based Learning (2022) (3)
Adaptive Multi-Agent Architecture to Track Students' Self-Regulated Learning (2013) (3)
On the Influence on Learning of Student Compliance with Prompts Fostering Self-Regulated Learning (2017) (3)
Examining the predictive relationship between personality and emotion traits and students’ agent-directed emotions: towards emotionally-adaptive agent-based learning environments (2016) (3)
Does the Frequency of Pedagogical Agent Intervention Relate to Learners' Self-Reported Boredom while using Multiagent Intelligent Tutoring Systems? (2015) (3)
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties. (2020) (3)
Understanding Students' Emotions during Interactions with Agent-Based Learning Environments: A Selective Review (2014) (2)
Detecting, Tracking, and Modeling Self-Regulatory Processes during Complex Learning with Hypermedia (2008) (2)
PRIME: Block-Wise Missingness Handling for Multi-modalities in Intelligent Tutoring Systems (2019) (2)
MODEL OF SELF-REGULATED LEARNING NEW PERSPECTIVES AND DIRECTION (2007) (2)
Examining the Fluctuation of Strategy Use during Learning with Hypermedia (2006) (2)
The role of an open learner model and immediate feedback on metacognitive calibration in MetaTutor (2016) (2)
Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning (2022) (2)
Workshop on Scaffolding in Open-Ended Learning Environments (OELEs) (2013) (2)
The InforMed Professor: Clinical Instruction of Breast Disease Diagnosis and Management (1996) (2)
Automatic Analyses of Cohesion and Coherence in Human Tutorial Dialogues During Hypermedia: A Comparison among Mental Model Jumpers (2008) (2)
Metacognition in Multimedia Learning (2021) (2)
Fostering Diagnostic Accuracy in a Medical Intelligent Tutoring System (2013) (2)
The Impact of Autonomy and Types of Informational Text Presentations in Game-Based Environments on Learning: Converging Multi-Channel Processes Data and Learning Outcomes (2020) (2)
Expertise in Radiology: Accounting for the Evidence and Implications for Instruction. (1999) (2)
Do Accurate Metacognitive Judgments Predict Successful Multimedia Learning? (2017) (2)
Reports of the AAAI 2010 Fall Symposia (2011) (2)
Can We Design Artificial Pedagogical Agents to Be Intelligent Enough to Detect, Model, and Foster Regulatory Learning Processes? (2011) (2)
Microlearning (2022) (2)
Complex Systems in Education: Conceptual Principles, Methodologies, and Implications for Research in the Learning Sciences (2006) (1)
Embodied facade retrofit design with augmented reality in the built environment (2021) (1)
Do Various Self-Regulatory Processes Predict Different Hypermedia Learning Outcomes? (2007) (1)
Computers as Metacognitive Tools for Enhancing Learning (2018) (1)
Can a Composite Metacognitive Judgment Accuracy Score Successfully Capture Performance Variance during Multimedia Learning? (2020) (1)
Leveraging Student Goal Setting for Real-Time Plan Recognition in Game-Based Learning (2022) (1)
External Regulating Agents' Adaptive Content and Process Scaffolding: The Key to Fostering Mental Model Development during Hypermedia Learning (2007) (1)
Reports of the AAAI 2009 Fall Symposia (2010) (1)
Help-seeking Behavior and Learning with Hypermedia (2006) (1)
How Does Adaptive Scaffolding Facilitate High School Students' Ability to Regulate Their Learning with Hypermedia? (2004) (1)
Intelligent Tutoring Systems (2018) (1)
System design for using multimodal trace data in modeling self-regulated learning (2022) (1)
Early prediction of student knowledge in game-based learning with distributed representations of assessment questions (2022) (1)
Applying Self-regulated Learning to the Dynamic STEM Classroom (2018) (1)
MON-LB319: Intra- and Inter-Rater Reliability of Assessment of Biceps Muscle Size by Ultrasound in Elderly (2017) (1)
Developmental Differences in Self-Regulated Learning and Question Asking During Learning with Hypermedia (2007) (1)
Multimodal Multi-Task Stealth Assessment for Reflection-Enriched Game-Based Learning (2021) (1)
Workshop on Metacognition and Self-Regulated Learning in ITSs (2007) (1)
An analysis of emotions in educationally relevant tweets (2014) (1)
Reflections on the field of metacognition: issues, challenges, and opportunities (2020) (0)
The Effects of Disease Category on Diagnostic Problem Solving in Mammography - eScholarship (2008) (0)
Does prior knowledge reveal cognitive and metacognitive processes during learning with a hypermedia-learning system based on eye-tracking data? (2015) (0)
Examining Learners' Reflections over Time During Game-Based Learning (2021) (0)
Investigating Eye Movements, Attention, and Multitasking with MATB-II (2017) (0)
Metacognitive scaffolds improve self-judgments of accuracy in a medical intelligent tutoring system (2013) (0)
Are Intelligent Pedagogical Agents Effective in Fostering Students' Note-Taking While Learning with a Multi-agent Adaptive Hypermedia Environment? (2011) (0)
Robust Player Plan Recognition in Digital Games with Multi-Task Multi-Label Learning (2022) (0)
Does Prior Knowledge influence Learners' Cognitive and Metacognitive Strategies over Time during Game-based Learning? (2020) (0)
The Effects of an Embodied Pedagogical Agent’s Synthetic Speech Accent on Learning Outcomes (2022) (0)
A Theoretical Framework and Approach for Fostering Metacognitive Development (2018) (0)
Fostering the Intelligent Novice: Learning From Errors With Metacognitive Tutoring (2018) (0)
Cognitive and metacognitive educational systems : papers from the AAAI Fall Symposium (2009) (0)
Preface: Meta-Cognitive Educational Systems: One Step Forward (2010) (0)
Personal goals and metacognitive scaffolding as aUnifying Framework for Personal Health Informatics (2011) (0)
The Impact of Contextualized Emotions on Self-Regulated Learning and Scientific Reasoning during Learning with a Game-Based Learning Environment (2019) (0)
The Effectiveness of Modeling on Learner's Motivation and Self-Regulated Learning of Science with Hypermedia (2007) (0)
Note-taking within MetaTutor: interactions between an intelligent tutoring system and prior knowledge on note-taking and learning (2014) (0)
Socially shared regulated learning with MetaTutor (2017) (0)
Editorial Board (2011) (0)
Title of Dissertation: the Sensitivity of Five-to Ten- Year-old Children to Value, Probability, and Loss (2005) (0)
A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents (2023) (0)
Pedagogical Agent Support and Its Relationship to Learners' Self-regulated Learning Strategy Use with an Intelligent Tutoring System (2022) (0)
Structured Poster Symposium: Adaptive and Maladaptive Regulation of Learning (2019) (0)
Deciphering the complex nature of log-file data collected during self-regulated learning with MetaTutor (2010) (0)
Designing for Distributed Regulatory Processes in CSCL (2013) (0)
Advances in scaffolding metacognition using advanced learning technologies (2016) (0)
Does students’ SRL-training in an authentic learning environment improve their performance? (2015) (0)
Roger Azevedo Daniel C. Moos Jeffrey A. Greene Fielding I. Winters Jennifer G. Cromley (2008) (0)
How Does Prior Knowledge Influence Eye Fixations and Sequences of Cognitive and Metacognitive SRL Processes during Learning with an Intelligent Tutoring System? (2018) (0)
Metacognitive Judgments, Study-Time Allocation and Inferences: The Effect of Multimedia Discrepancies (2011) (0)
Enhancing Multimodal Goal Recognition in Open-World Games with Natural Language Player Reflections (2022) (0)
Scaffolding Self-regulated Learning in Game-Based Learning Environments Based on Complex Systems Theory (2022) (0)
Organizing committee (2022) (0)
Academic computing and gender : Differential effects on attributions and emotions in college students (2013) (0)
A meta-analysis on the effects of computer-presented feedback on learning from computer-based instruction (1993) (0)
Team regulation in a simulated medical emergency: An in-depth analysis of cognitive, metacognitive, and affective processes (2014) (0)
Multimodal Predictive Student Modeling with Multi-Task Transfer Learning (2023) (0)
Learning Analytics Research: Current Approaches and Future Directions (2019) (0)
Volume 2 Scaffolding in Open-Ended Learning Environments ( OELEs ) (2013) (0)
Analyzing the Coherence and Cohesion in Human Tutorial Dialogues when Learning with Hypermedia (2007) (0)
Factors to improve teacher retention at International Christian Schools (2005) (0)
Title of Dissertation: Aging, Illusory Conjunctions, and Attention (2006) (0)
VirtualSelf: A computer-based learning environment for patient education using physiological and trace data (2014) (0)
Scaffolding Complex Problem Solving: Current State and Future Directions (2011) (0)

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