ABSTRACT
Metacognition refers to the executive processes of reflecting on and regulating one’s own thinking, that is, ‘thinking about thinking’ (Flavell, 1979). These processes, central to learning, are one of the three fundamentals of self-regulated learning (Schraw et al., 2006). This makes it important for most learning contexts and especially for the many uses of digital learning resources for independent and lifelong learning (Azevedo et al., 2012; Kay, 2008). Given its importance, it is unsurprising that there is a large body of research about metacognition; for example, see reviews (Dunlosky & Bjork, 2008; Dunlosky & Lipko, 2007). These provide powerful insights into how real-world learning can be improved. This metacognition research also has the potential to serve as a foundation for the design of interface elements that can improve learning and be useful in many different learning resources.
