Metacognition and Learning Technologies: An Overview of Current Interdisciplinary Research

Abstract

This international handbook is the first compendium focused specifically on cutting-edge interdisciplinary research on metacognition and learning technologies. It presents current interdisciplinary research from the cognitive, educational, and computational sciences on learning with educational technologies. The topic is of key importance to researchers and educators because there is a wealth of empirical data indicating that learners of all ages have difficulty learning about complex topics in areas such as science and math. A major challenge for learners lies in monitoring and controlling key cognitive and metacognitive processes during learning. To synthesize current research, all handbook authors were asked to address the following in their individual chapters: (1) describe the context in which a particular learning technology is used to support or foster learners’ metacognition and self-regulated learning, (2) explain the conceptual and theoretical framework of cognition and metacognition, (3) provide evidence regarding the system’s effectiveness in detecting, modeling, tracking, and fostering learners’ metacognitive and self-regulatory behaviors, (4) discuss design implications for metacognitive tools to support metacognition and SRL, and (5) critically examine theoretical, methodological, analytical, and instructional challenges when using learning technologies for metacognition and SRL. The handbook is divided into five sections: (1) models and components of metacognition, (2) assessment and modeling metacognitive knowledge and skills, (3) scaffolding metacognition and learning with hypermedia and hypertext, (4) ITSs and dialogue systems, and (5) multiagent systems to measure and foster metacognition and SRL.