Using Bayesian Networks to Manage Uncertainty in Student Modeling
User Modeling and User-Adapted Interaction
Probabilistic Student Modelling to Improve Exploratory Behaviour
User Modeling and User-Adapted Interaction
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Self-Regulation of Learning with Multiple Representations in Hypermedia
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Analyzing the Coherence and Cohesion in Human Tutorial Dialogues when Learning with Hypermedia
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Note-taking while learning hypermedia: Cognitive and motivational considerations
Computers in Human Behavior
Do graphical overviews facilitate or hinder comprehension in hypertext?
Computers & Education
Review: Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered
Computers in Human Behavior
Nonlinear technology: Changing the conception of extrinsic motivation?
Computers & Education
International Journal of Technology and Human Interaction
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Research involving gifted and grade-level students has shown that they display differences in their knowledge of self-regulatory strategies. However, little research exists regarding whether these students differ in their actual use of these strategies. This study aimed to address this question by examining think-aloud data collected from 98 gifted and grade-level students engaging in a complex learning task: utilizing a hypermedia environment to learn about the circulatory system. We also examined both declarative knowledge and mental model measures of learning to determine whether these groups differed in their actual performance. Our results show that gifted students did outperform grade-level students in all outcome measures. In addition, gifted students more often utilized more sophisticated self-regulatory strategies (e.g. coordinating informational sources) than grade-level students. Grade-level students were more likely to use less effective strategies that are less likely to promote the acquisition of knowledge (e.g. mnemonics). Recommendations for future intervention studies are based upon these findings.