{"pk":25405,"title":"Does Training of Cognitive and Metacognitive Regulatory Processes\nEnhance Learning and Deployment of Processes with Hypermedia?","subtitle":null,"abstract":"In this study we examined the effectiveness of self-regulated\nlearning (SRL) training in facilitating college students’\nscience learning with hypermedia. Sixty (N = 60)\nundergraduate students were randomly assigned to either a\ntraining condition or a control condition and used a\nhypermedia environment to learn about the circulatory\nsystem. On Day 1, all participants were administered a pretest\nand a self-report measure of SRL. On Days 2–4, participants\nin the experimental group underwent 3-day training on the use\nof specific, empirically based cognitive and metacognitive\nSRL processes (e.g., judgment of learning, making\ninferences) designed to foster their conceptual understanding;\ncontrol students received no training. Three weeks later (on\nDay 5), all participants were administered a pretest on the\nscience topic and a self-report measure of SRL, and then used\na different version of the system to learn about another\nscience topic (i.e., the central nervous system). Verbal\nprotocol data were collected from both groups on Days 2–5.\nOverall, there were no significant differences on several\nlearning outcome measures between conditions. However,\nthose in the training condition remembered significantly more\ndeclarative knowledge of cognitive and metacognitive\nstrategies. Lastly, think-aloud protocol data showed\nsignificant differences in the use of the SRL processes\nimmediately following training, but not following a 3-week\ninterval on a hypermedia transfer task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"metacognition; self-regulated learning;\nhypermedia; learning; training; process data; think-alouds"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6xk3h318","frozenauthors":[{"first_name":"Roger","middle_name":"","last_name":"Azevedo","name_suffix":"","institution":"North Carolina State University, Department of Psychology","department":""},{"first_name":"Amy","middle_name":"","last_name":"Johnson","name_suffix":"","institution":"Arizona State University, Learning Sciences Institute","department":""},{"first_name":"Candice","middle_name":"","last_name":"Burkett","name_suffix":"","institution":"University of Chicago at Illinois, Department of Psychology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25405/galley/15029/download/"}]}