Search results for author:"Roger Azevedo"
Total records matched: 28 Search took: 0.209 secs
Annual Meeting of the American Educational Research Association 1995 (Jul 09, 1995)
This paper explains the rationale for utilizing computer-based, hypermedia tutorials for radiology education and presents the results of a field test of this educational technique. It discusses the development of the hypermedia tutorials at Montreal ...
Annual Meeting of the American Educational Research Association 1999 (April 1999)
The problem-solving strategies used by 10 radiologists and 10 radiology residents during the interpretation of difficult mammograms were examined under two experimental conditions. In the "authentic" condition, standard unmarked mammograms were used....
Instructional Science: An International Journal of the Learning Sciences Vol. 30, No. 1 (2002) pp. 31–45
Framed by theoretical and empirical research on cognitive and intelligent tutoring systems (ITSs), this commentary explores two areas. The first focuses on lack of conceptual clarity of the proposed constructivist stance and its related constructs....
The Role of Goal Structure in Undergraduates’ Use of Self-Regulatory Variables in Two Hypermedia Learning Tasks
Journal of Educational Multimedia and Hypermedia Vol. 15, No. 1 (January 2006) pp. 49–86
We collected think-aloud and posttest data from 60 undergraduates to examine whether they used different proportions of self-regulated learning (SRL) variables in two related learning tasks about science topics while using a hypermedia environment....
Exploring the Fluctuation of Motivation and Use of Self-Regulatory Processes during Learning with Hypermedia
Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 3 (May 2008) pp. 203–231
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...
The Effects of Computer-Presented Feedback on Learning from Computer-Based Instruction: A Meta-Analysis
Annual Meeting of the American Educational Research Association 1995 (Jul 09, 1995)
A quantitative research synthesis (meta-analysis) was conducted on the literature concerning the effects of feedback on learning from computer-based instruction (CBI). Despite the widespread acceptance of feedback in computerized instruction,...
Educational Technology Research and Development Vol. 57, No. 3 (June 2009) pp. 287–313
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 et al. in: Rush, Eakle, Berger (eds) "Secondary school reading...
Journal of Educational Computing Research Vol. 33, No. 2 (2005) pp. 189–217
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...
Review of Educational Research Vol. 79, No. 2 (2009) pp. 576–600
Although computer-based learning environments (CBLEs) are becoming more prevalent in the classroom, empirical research has demonstrated that some students have difficulty learning with these environments. The motivation construct of computer-self...
Journal of Educational Computing Research Vol. 13, No. 2 (1995) pp. 111–27
Presents results of a meta-analysis conducted on the literature concerning the effects of feedback on learning from computer-based instruction. Effect size, analysis of variance, multiple regression, and posttest data are described, and the critical ...
Journal of e-Learning and Knowledge Society Vol. 7, No. 2 (2011) pp. 9–18
Successful learning with advanced learning technologies is based on the premise that learners adaptively regulate their cognitive and metacognitive behaviors during learning. However, there is abundant empirical evidence that suggests that learners...
Automatic Detection of Student Mental Models Based on Natural Language Student Input during Metacognitive Skill Training
International Journal of Artificial Intelligence in Education Vol. 21, No. 3 (2012) pp. 169–190
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...
Note-Taking within MetaTutor: Interactions between an Intelligent Tutoring System and Prior Knowledge on Note-Taking and Learning
Educational Technology Research and Development Vol. 62, No. 5 (October 2014) pp. 507–528
Hypermedia learning environments (HLE) unevenly present new challenges and opportunities to learning processes and outcomes depending on learner characteristics and instructional supports. In this experimental study, we examined how one such HLE-...
Can Students Collaboratively Use Hypermedia to Learn Science? The Dynamics of Self-And Other-Regulatory Processes in an Ecology Classroom
Journal of Educational Computing Research Vol. 31, No. 3 (Jan 01, 2004) pp. 215–245
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...
Journal of Educational Computing Research Vol. 18, No. 3 (1998) pp. 205–35
Describes the development of a simulation-based intelligent tutoring system for nurses working in a surgical intensive care unit. Highlights include situative learning theories and models of instruction, modeling expertise, complex decision making,...
Self-regulated learning processes vary as a function of epistemic beliefs and contexts: Mixed method evidence from eye tracking and concurrent and retrospective reports
Learning and Instruction Vol. 42, No. 1 (April 2016) pp. 31–46
The objective of the current studies was to investigate how epistemic cognition related to specific phases and components of self-regulated learning and its adaptation to learning conditions of varying quality. In a multi-study, mixed method design, ...
Do Different Goal-Setting Conditions Facilitate Students' Ability to Regulate Their Learning of Complex Science Topics with RiverWeb?
Annual Meeting of the American Educational Research Association 2003 (2003)
This study examined the role of different goal setting instructional interventions in facilitating high school students' regulation of their conceptual understanding of ecological systems while using a Web-based water quality simulation environment. ...
La misurazione dei processi di regolazione cognitiva e metacognitiva durante lo studio con gli ipermedia
Italian Journal of Educational Technology Vol. 18, No. 1 (Jan 01, 2010) p. 4
L\u2019apprendimento autoregolato rappresenta una modalit di apprendimento di fondamentale importanza quando ci si avvale del supporto di ambienti ipermediali. Obiettivo di questo articolo presentare quattro assunzioni chiave che consentono la...
New Directions for Teaching and Learning Vol. 126 (2011) pp. 107–115
Self-regulated learning (SRL) skills are enacted dynamically over the course of learning tasks, and the frequency and quality of their use can fluctuate dramatically. Further, students' SRL skills can vary from one academic domain to another and...
Using sequence mining to reveal the efficiency in scientific reasoning during STEM learning with a game-based learning environment
Learning and Instruction Vol. 54, No. 1 (April 2018) pp. 93–103
The goal of this study was to assess how metacognitive monitoring and scientific reasoning impacted the efficiency of game completion during learning with
Reza Feyzi-Behnagh; Roger Azevedo; Elizabeth Legowski; Kayse Reitmeyer; Eugene Tseytlin; Rebecca S. Crowley
Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 2 (March 2014) pp. 159–181
In this study, we examined the effect of two metacognitive scaffolds on the accuracy of confidence judgments made while diagnosing dermatopathology slides in SlideTutor. Thirty-one (N = 31) first- to fourth-year pathology and dermatology residents...
Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 5 (November 2005) pp. 381–412
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...
Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia
Computers & Education Vol. 50, No. 3 (April 2008) pp. 1069–1083
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...
Measuring Cognitive and Metacognitive Regulatory Processes during Hypermedia Learning: Issues and Challenges
Educational Psychologist Vol. 45, No. 4 (2010) pp. 210–223
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...
Why Is Externally-Facilitated Regulated Learning More Effective than Self-Regulated Learning with Hypermedia?
Educational Technology Research and Development Vol. 56, No. 1 (February 2008) pp. 45–72
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...
The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning
Krista R. Muis; Reinhard Pekrun; Gale M. Sinatra; Roger Azevedo; Gregory Trevors; Elisabeth Meier; Benjamin C. Heddy
Learning and Instruction Vol. 39, No. 1 (October 2015) pp. 168–183
We propose a theoretical model linking students' epistemic beliefs, epistemic emotions, learning strategies, and learning outcomes. The model was tested across two studies with 439 post-secondary students from Canada, the United States, and Germany...
Factors Affecting Feeling-of-Knowing in a Medical Intelligent Tutoring System: The Role of Immediate Feedback as a Metacognitive Scaffold
Gilan M. El Saadawi; Roger Azevedo; Melissa Castine; Velma Payne; Olga Medvedeva; Eugene Tseytlin; Elizabeth Legowski; Drazen Jukic; Rebecca S. Crowley
Advances in Health Sciences Education Vol. 15, No. 1 (March 2010) pp. 9–30
Previous studies in our laboratory have shown the benefits of immediate feedback on cognitive performance for pathology residents using an intelligent tutoring system (ITS) in pathology. In this study, we examined the effect of immediate feedback on ...
Team Regulation in a Simulated Medical Emergency: An In-Depth Analysis of Cognitive, Metacognitive, and Affective Processes
Melissa C. Duffy; Roger Azevedo; Ning-Zi Sun; Sophia E. Griscom; Victoria Stead; Linda Crelinsten; Jeffrey Wiseman; Thomas Maniatis; Kevin Lachapelle
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 3 (May 2015) pp. 401–426
This study examined the nature of cognitive, metacognitive, and affective processes among a medical team experiencing difficulty managing a challenging simulated medical emergency case by conducting in-depth analysis of process data. Medical...