Azevedo, R., Moos, D., Witherspoon, A., & Chauncey, A. (2010). Measuring cognitive and metacognitive regulatory processes used during hypermedia learning: Issues and challenges. Educational Psychologist, 45, 210-22.
This article explores self-regulated learning (SRL) with hypermedia environments as an event that can be detected, traced, and modeled in order to better understand the cognitive processes involved in SRL. Evidence is presented as to the complex nature of SRL and to support the treatment of SRL as an event. The difficulties and challenges of measuring cognitive and metacognitive process of students learning in hypermedia environments is discussed, including goal setting, agent-learner dialogue, multiple representations, and a system’s ability to monitor a learner’s SRL process.
The complex nature of SRL is investigated with the assumption that the cognitive and metacognitive processes used while learning can be observed and measured by the system. These measuring methodologies range from eye tracking and keystroke analysis to think aloud protocols and cognitive modeling with MetaTutor. Another assumption made is that the SRL process is dynamic over time and is cyclical with learners adjusting as needed throughout a task. Tables and figures are provided to present data analysis and coding from studies using think aloud protocols.
Technology education has changed the cognition and metacognition processes and continues to do so as it evolves. The think aloud protocol in this study with the MetaTutor system gives us some insight into the learner’s cognition and the reasoning behind the changes as they occur. Of great benefit is the discussion of the challenges that researchers face in measuring SRL and using online trace methodologies. The coding presented in figure 1 of the data from the think aloud transcription displays a careful analysis this type data. In focusing on future research in technology education, this article is valuable reference for using a think aloud protocol and coding techniques for data representation.