Coupling between Metacognition and Emotions during STEM Learning with Advanced Learning Technologies: A Critical Analysis, Implications for Future Research, and Design of Learning Systems

Autor/inn/en	Azevedo, Roger; Mudrick, Nicholas; Taub, Michelle; Wortha, Franz
Titel	Coupling between Metacognition and Emotions during STEM Learning with Advanced Learning Technologies: A Critical Analysis, Implications for Future Research, and Design of Learning Systems
Quelle	In: Teachers College Record, 119 (2017) 13Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Metacognition; Psychological Patterns; STEM Education; Educational Technology; Intelligent Tutoring Systems; Educational Games; Hypermedia; Computer Simulation; Educational Benefits; Models; Information Processing; Learning Theories; Instructional Design; Affective Objectives + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; STEM; Unterrichtsmedien; Intelligentes Tutorsystem; Educational game; Lernspiel; Computergrafik; Computersimulation; Bildungsertrag; Analogiemodell; Informationsverarbeitung; Learning theory; Lerntheorie; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Metacognition and emotions play a critical role in learners' ability to monitor and regulate their learning about 21st-century skills related to science, technology, engineering, and mathematics (STEM) content while using advanced learning technologies (ALTs; e.g., intelligent tutoring systems, serious games, hypermedia, augmented reality). In this article, we focus on the following: (1) presenting a succinct review of the assumptions, strengths, and weaknesses of two leading models of metacognition and emotions related to 21st-century skills typically not adopted by ALT researchers; (2) presenting and critiquing Azevedo and colleagues' extension of the information processing theory of self-regulated learning by articulating the assumptions as well as describing the advantages and disadvantages of including the macro-level, micro-level, and valence of metacognitive processes; and (3) proposing future directions and presenting implications for the design of metacognitive and affect-sensitive ALTs for 21st-century skills in STEM. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01