SALTISE Renowned Scholars
Self-regulated learning is an essential predictor of students’ learning, problem-solving, and reasoning across tasks, domains, and contexts. Cognitive, affective, metacognitive, and motivational processes play a crucial role in students’ ability to monitor and regulate their learning when using advanced learning technologies (ALTs; serious games, intelligent tutoring systems, simulations, immersive virtual learning environments) accurately, dynamically, and effectively in STEM fields. Unfortunately, not all learners successfully monitor and regulate their learning.
In this session, we will begin by discussing the cognitive, affective, motivational, and emotional self-regulatory processes that challenge (e.g., lack of cognitive strategies, poor emotional regulation skills, lack of interest and self-efficacy, and poor comprehension skills) students’ learning with ALTs. We next discuss how to translate current theories, models, and frameworks of self-regulated learning for designing instruction that detects, fosters, and supports students’ self-regulated learning. We will do this in the context of instructional environments that embed students with ALTs and other agents (e.g., teachers, peers, and virtual agents). For example, we will discuss how the features and affordances of ALTs can be designed to develop learners’ self-regulatory processes more systematically, such as using non-player characters as scaffolding agents, multiple representations to enhance comprehension of complex STEM materials, and providing agency in serious games to enhance motivation and affective engagement.
Lastly, we will discuss using the same design features as well a trace data (e.g., eye movements, facial expressions of emotions) as assessment tools to measure students’ use and transfer of self-regulatory processes.
Dr. Azevedo is a Professor in the School of Modeling Simulation and Training at the University of Central Florida. He is also an affiliated faculty in the Departments of Computer Science and Internal Medicine at the University of Central Florida and the lead scientist for the Learning Sciences Faculty Cluster Initiative. He received his PhD in Educational Psychology from McGill University and completed his postdoctoral training in Cognitive Psychology at Carnegie Mellon University. His main research area includes examining the role of cognitive, metacognitive, affective, and motivational self-regulatory processes during learning with advanced learning technologies (e.g., intelligent tutoring systems, hypermedia, multimedia, simulations, serious games, immersive virtual learning environments). He has published over 300 peer-reviewed papers, chapters, and refereed conference proceedings in the areas of educational, learning, cognitive, educational, and computational sciences. He is a fellow of the American Psychological Association and the recipient of the prestigious Early Faculty Career Award from the National Science Foundation.
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