TY - BOOK ID - 8508476 TI - International handbook of metacognition and learning technologies AU - Azevedo, Roger. AU - Aleven, Vincent A. W. M. M. PY - 2013 SN - 1441955453 1441955461 PB - New York : Springer, DB - UniCat KW - Cognitive learning -- Handbooks, manuals, etc. KW - Education. KW - Educational technology -- Handbooks, manuals, etc. KW - Metacognition -- Handbooks, manuals, etc. KW - Educational technology KW - Education KW - Metacognition KW - Social Sciences KW - Psychology KW - Theory & Practice of Education KW - Psychological aspects KW - Effect of technological innovations on KW - Metacognition. KW - Learning technologies. KW - Meta knowledge KW - Metamemory KW - Artificial intelligence. KW - Learning & Instruction. KW - Artificial Intelligence (incl. Robotics). KW - AI (Artificial intelligence) KW - Artificial thinking KW - Electronic brains KW - Intellectronics KW - Intelligence, Artificial KW - Intelligent machines KW - Machine intelligence KW - Thinking, Artificial KW - Bionics KW - Cognitive science KW - Digital computer simulation KW - Electronic data processing KW - Logic machines KW - Machine theory KW - Self-organizing systems KW - Simulation methods KW - Fifth generation computers KW - Neural computers KW - Children KW - Education, Primitive KW - Education of children KW - Human resource development KW - Instruction KW - Pedagogy KW - Schooling KW - Students KW - Youth KW - Civilization KW - Learning and scholarship KW - Mental discipline KW - Schools KW - Teaching KW - Training KW - Cognition KW - Self-control KW - Self-perception KW - Artificial Intelligence. KW - Learning. KW - Instruction. KW - Learning process KW - Comprehension UR - https://www.unicat.be/uniCat?func=search&query=sysid:8508476 AB - Education in today's technologically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning technologies are assessed for effectiveness in this area. Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Technologies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational technologies in helping students learn. Innovations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using technologies to benefit students at all levels. For each technology covered, the Handbook: Explains how the technology fosters students' metacognitive or self-regulated learning. Identifies features designed to study or support metacognitve/SRL behaviors. Reviews how its specific theory or model addresses learners' metacognitive/SRL processes. Provides detailed findings on its effectiveness toward learning. Discusses its implications for the design of metacognitive tools. Examines any theoretical, instructional, or other challenges. These leading-edge perspectives make the International Handbook of Metacognition and Learning Technologies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors. ER -