Modeling Learner's Cognitive and Metacognitive Strategies in an Open-Ended Learning Environment

The Betty’s Brain computer-based learning system provides an open-ended and choice-rich environment for science learning. Using the learning-by-teaching paradigm paired with feedback and support provided by two pedagogical agents, the system also promotes the development of self-regulated learning strategies to support preparation for future learning. We apply metacognitive learning theories and experiential analysis to interpret the results from previous classroom studies. We propose an integrated cognitive and metacognitive model for effective, self-regulated student learning in the Betty’s Brain environment, and then apply this model to interpret and analyze common suboptimal learning strategies students apply during their learning. This comparison is used to derive feedback for helping learners overcome these difficulties and adopt more effective strategies for regulating their learning. Preliminary results demonstrate that students who were responsive to the feedback had better learning performance.

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