ABSTRACT
The articles appearing in this special issue of Educational Psychologist reflect a growing interest by researchers from various fields in examining the use of computers as metacognitive tools for enhancing learning. This topic has become increasingly important as computer-based learning environments become ubiquitous and students use them extensively both in and out of school to learn about conceptually rich domains. It is argued that the effectiveness of these environments will only be achieved if learners regulate their learning—that is, if they deploy the metacognitive and self-regulatory processes necessary to effectively learn about the relevant topics. Using computer environments to learn about conceptually rich domains involves a set of complex interactions between cognitive, motivational, affective, and social processes (Anderson & Labiere, 1998; Collins, Brown, & Newman, 1989; Derry & Lajoie, 1993; Jonassen & Land, 2000; Jonassen & Reeves, 1996; Lajoie, 2000; Pea, 1985; Shute & Psotka, 1996; Solomon, Perkins, & Globerson, 1991; Wenger, 1987). Current research on learning with computer environments from the fields of cognitive science, learning sciences, psychology, education, and artificial intelligence (AI) in education provides evidence that learners of all ages experience certain difficulties when learning about conceptually rich domains such as science, math, and social studies. This research indicates that learning about these domains with computer environments is particularly difficult because it requires students to analyze the learning situation, set meaningful learning goals, determine which strategies to use, assess whether the strategies are effective in meeting the learning goals, and evaluate their emerging understanding of the topic. Learners also need to deploy several metacognitive processes to determine whether they understand what they are learning and to modify their plans, goals, strategies, and effort as necessary, all in response to changing contextual conditions (e.g., their cognitive states, motivational level, and social support). Further, depending on the learning situation, they may need to reflect on their learning and modify aspects of the learning context.
