Cognitive load in hypermedia reading comprehension: Influence of text type and linearity
Computers in Human Behavior
Inferring learning and attitudes from a Bayesian Network of log file data
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Navigation in hypermedia learning systems: experts vs. novices
Computers in Human Behavior
Towards Systems That Care: A Conceptual Framework based on Motivation, Metacognition and Affect
International Journal of Artificial Intelligence in Education
International Journal of Artificial Intelligence in Education
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Think-aloud and self-report data from 85 undergraduates were used to examine the relationship between motivation constructs and metacognition during hypermedia learning. Participants used hypermedia for 30 min to learn about the circulatory system. Think-aloud data were collected during this 30-min learning task to determine the extent to which participants used metacognitive processes related to monitoring: their understanding, the environment, and goals. Additionally, participants completed a self-report questionnaire, which measured various motivation constructs. Results from stepwise regressions indicated that self-efficacy significantly predicted the extent to which participants monitored emerging understanding and relevancy of content in the environment. Additionally, results indicated that extrinsic motivation significantly predicted the extent to which participants monitored their learning task goals with hypermedia. Lastly, results indicated a significant, positive relationship between self-efficacy and prior domain knowledge.