ABSTRACT
The ubiquity of hypermedia learning environments poses several challenges for researchers and educators. Learning with these non-linear, mutli-representational, open-ended learning environments typically involves the use of numerous metacognitive and self-regulatory processes such as planning, knowledge activation, metacognitive monitoring and regulation, and refl ection (Azevedo, 2008, 2009; Greene & Azevedo, 2009; Moos & Azevedo, 2008; Schraw, 2007; Veenman, 2007; Winne & Hadwin, 2008; Zimmerman, 2008). Unfortunately, learners do not always regulate these processes when learning with hypermedia. As such, learners’ failure to regulate limits the instructional effectiveness of these environments to enhance learning about complex and challenging topics. In this chapter we will describe how we have used hypermedia environments to assess learners’ self-regulated learning (SRL). More specifi cally, we have used empirical data and associated theoretical SRL frameworks to design MetaTutor. MetaTutor is a hypermedia-based multi-agent learning environment that was designed to model, trace, and foster learners’ SRL in the context of learning about several human biological systems. The goal was to build an intelligent learning environment capable of fostering learners’ SRL during learning in laboratory and classroom contexts.
