Roger Azevedo
University of Central Florida
MetacognitionMathematics educationPsychologyEducational technologyCognitionCognitive psychologyCognitive sciencePedagogySelf-regulated learningLearning environmentSession (web analytics)Intelligent tutoring systemContext (language use)HypermediaTask (project management)Experiential learningComputer scienceProcess (engineering)MultimediaEye tracking
248Publications
62H-index
9,062Citations
Publications 239
Newest
#1Dan Carpenter (NCSU: North Carolina State University)H-Index: 1
#2Elizabeth B. Cloude (UCF: University of Central Florida)H-Index: 4
Last. James C. Lester (NCSU: North Carolina State University)H-Index: 55
view all 5 authors...
Reflection plays a critical role in learning by encouraging students to contemplate their knowledge and previous learning experiences to inform their future actions and higher-order thinking, such as reasoning and problem solving. Reflection is particularly important in inquiry-driven learning scenarios where students have the freedom to set goals and regulate their own learning. However, despite the importance of reflection in learning, there are significant theoretical, methodological, and ana...
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#1Michelle Taub (UCF: University of Central Florida)H-Index: 14
#2Roger Azevedo (UCF: University of Central Florida)H-Index: 62
Last. Megan J. Price (UCF: University of Central Florida)H-Index: 4
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Abstract The goal of this study was to investigate 65 students' evidence scores of emotions while they engaged in cognitive and metacognitive self-regulated learning processes as they learned about the circulatory system with MetaTutor, a hypermedia-based intelligent tutoring system. We coded for the accuracy of detecting students’ cognitive and metacognitive processes, and examined how the computed scores related to mean evidence scores of emotions and overall learning. Results indicated that m...
11 CitationsSource
#1Michael Geden (NCSU: North Carolina State University)H-Index: 4
#2Andrew Emerson (NCSU: North Carolina State University)H-Index: 3
Last. James C. Lester (NCSU: North Carolina State University)H-Index: 55
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Game-based learning environments are designed to provide effective and engaging learning experiences for students. Predictive student models use trace data extracted from students’ in-game learning behaviors to unobtrusively generate early assessments of student knowledge and skills, equipping game-based learning environments with the capacity to anticipate student outcomes and proactively deliver adaptive scaffolding or notify instructors. Reflection is a key component of self-regulated learnin...
1 CitationsSource
#1Megan WiedbuschH-Index: 2
#2Vance KiteH-Index: 2
Last. Roger AzevedoH-Index: 62
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Teachers' ability to self-regulate their own learning is closely related to their competency to enhance self-regulated learning (SRL) in their students. Accordingly, there is emerging research for the design of teacher dashboards that empower instructors by providing access to quantifiable evidence of student performance and SRL processes. Typically, they capture evidence of student learning and performance to be visualized through activity traces (e.g., bar charts showing correct and incorrect ...
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#1Elizabeth B. Cloude (UCF: University of Central Florida)H-Index: 4
#2Daryn A. Dever (UCF: University of Central Florida)H-Index: 5
Last. Roger Azevedo (UCF: University of Central Florida)H-Index: 62
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Individualizing learning by quantifying scientific thinking using multichannel data during game-based learning remains a significant challenge for researchers and educators. Not only do empirical studies find that learners do not possess sufficient scientific-thinking skills to deal with the demands of the 21st century, but there is little agreement in how researchers should accurately and dynamically capture scientific thinking with game-based learning environments (GBLEs). Traditionally, in-ga...
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#1Daryn A. Dever (UCF: University of Central Florida)H-Index: 5
#2Roger Azevedo (UCF: University of Central Florida)H-Index: 62
Last. Megan Wiedbusch (UCF: University of Central Florida)H-Index: 2
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Game-based learning environments (GBLEs) focus on enhancing learning by providing learners with various representations of information (e.g., text, diagrams, etc.) while allowing full autonomy, or control over their actions. Challenges arise as research shows that learners inaccurately use cognitive and metacognitive processes when given full autonomy. This study examined 105 undergraduates who were randomly assigned to autonomy conditions (i.e., full, partial, and no autonomy) as they interacte...
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Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations for their chronological age in the areas of reading, writing, and/or mathematics. Each of the disorders making up the LDs involve different deficits; however, some commonalities can be found within that heterogeneity, such in terms of learning self-regulation and metacognition. Unlike in early ages and later educational levels, there are hardl...
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A distinctive feature of game-based learning environments is their capacity to create learning experiences that are both effective and engaging. Recent advances in sensor-based technologies such as facial expression analysis and gaze tracking have introduced the opportunity to leverage multimodal data streams for learning analytics. Learning analytics informed by multimodal data captured during students? interactions with game-based learning environments hold significant promise for developing a...
6 CitationsSource
#1Roger Azevedo (UCF: University of Central Florida)H-Index: 62
3 CitationsSource
#1Dan Carpenter (NCSU: North Carolina State University)H-Index: 1
#2Michael Geden (NCSU: North Carolina State University)H-Index: 4
Last. James C. Lester (NCSU: North Carolina State University)H-Index: 55
view all 5 authors...
Game-based learning environments enable students to engage in authentic, inquiry-based learning. Reflective thinking serves a critical role in inquiry-based learning by encouraging students to think critically about their knowledge and experiences in order to foster deeper learning processes. Free-response reflection prompts can be embedded in game-based learning environments to encourage students to engage in reflection and externalize their reflection processes, but automatically assessing stu...
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