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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 results indicate that induced emotional states significantly...
We investigate whether four metacognitive metrics derived from student correctness and uncertainty values are predictive of student learning in a fully automated spoken dialogue computer tutoring corpus. We previously showed that these metrics predicted learning in a comparable wizarded corpus, where a human wizard performed the speech recognition and correctness and uncertainty annotation. Our results...
Self-directed learning with hypertext-based resources involves navigating the hyperspace to construct knowledge, which requires learners to self-regulate their navigational learning process. Such self-regulation also involves planning the navigation process and reflecting on the knowledge construction process. However, it is hard for them to achieve the self-regulation process since it is concurrent...
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