| Year |
Citation |
Score |
| 2023 |
Dever DA, Wiedbusch MD, Romero SM, Smith K, Patel M, Sonnenfeld N, Lester J, Azevedo R. Identifying the effects of scaffolding on learners' temporal deployment of self-regulated learning operations during game-based learning using multimodal data. Frontiers in Psychology. 14: 1280566. PMID 38022939 DOI: 10.3389/fpsyg.2023.1280566 |
0.493 |
|
| 2022 |
Azevedo R, Bouchet F, Duffy M, Harley J, Taub M, Trevors G, Cloude E, Dever D, Wiedbusch M, Wortha F, Cerezo R. Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System. Frontiers in Psychology. 13: 813632. PMID 35774935 DOI: 10.3389/fpsyg.2022.813632 |
0.552 |
|
| 2022 |
Dever DA, Amon MJ, Vrzáková H, Wiedbusch MD, Cloude EB, Azevedo R. Capturing Sequences of Learners' Self-Regulatory Interactions With Instructional Material During Game-Based Learning Using Auto-Recurrence Quantification Analysis. Frontiers in Psychology. 13: 813677. PMID 35712220 DOI: 10.3389/fpsyg.2022.813677 |
0.468 |
|
| 2020 |
Cerezo R, Fernández E, Gómez C, Sánchez-Santillán M, Taub M, Azevedo R. Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties. Journal of Visualized Experiments : Jove. PMID 33044455 DOI: 10.3791/60331 |
0.459 |
|
| 2020 |
Emerson A, Cloude EB, Azevedo R, Lester J. Multimodal learning analytics for game-based learning British Journal of Educational Technology. 51: 1505-1526. DOI: 10.1111/Bjet.12992 |
0.595 |
|
| 2020 |
Taub M, Sawyer R, Smith A, Rowe J, Azevedo R, Lester J. The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment Computers & Education. 147: 103781. DOI: 10.1016/J.Compedu.2019.103781 |
0.604 |
|
| 2019 |
Wortha F, Azevedo R, Taub M, Narciss S. Multiple Negative Emotions During Learning With Digital Learning Environments - Evidence on Their Detrimental Effect on Learning From Two Methodological Approaches. Frontiers in Psychology. 10: 2678. PMID 31849780 DOI: 10.3389/Fpsyg.2019.02678 |
0.459 |
|
| 2019 |
Lajoie SP, Pekrun R, Azevedo R, Leighton JP. Understanding and measuring emotions in technology-rich learning environments Learning and Instruction. 101272. DOI: 10.1016/J.Learninstruc.2019.101272 |
0.723 |
|
| 2019 |
Taub M, Azevedo R, Rajendran R, Cloude EB, Biswas G, Price MJ. How are students’ emotions related to the accuracy of cognitive and metacognitive processes during learning with an intelligent tutoring system? Learning and Instruction. 101200. DOI: 10.1016/J.Learninstruc.2019.04.001 |
0.57 |
|
| 2019 |
Azevedo R, Gašević D. Analyzing multimodal multichannel data about self-regulated learning with advanced learning technologies: issues and challenges Computers in Human Behavior. 96: 207-210. DOI: 10.1016/J.Chb.2019.03.025 |
0.585 |
|
| 2019 |
Mudrick NV, Azevedo R, Taub M. Integrating metacognitive judgments and eye movements using sequential pattern mining to understand processes underlying multimedia learning Computers in Human Behavior. 96: 223-234. DOI: 10.1016/J.Chb.2018.06.028 |
0.443 |
|
| 2018 |
Harley JM, Taub M, Azevedo R, Bouchet F. “Let's Set Up Some Subgoals”: Understanding Human-Pedagogical Agent Collaborations and Their Implications for Learning and Prompt and Feedback Compliance Ieee Transactions On Learning Technologies. 11: 54-66. DOI: 10.1109/Tlt.2017.2756629 |
0.523 |
|
| 2018 |
Taub M, Azevedo R, Bradbury AE, Millar GC, Lester J. Using sequence mining to reveal the efficiency in scientific reasoning during STEM learning with a game-based learning environment Learning and Instruction. 54: 93-103. DOI: 10.1016/J.Learninstruc.2017.08.005 |
0.495 |
|
| 2017 |
Taub M, Mudrick NV, Azevedo R, Millar GC, Rowe J, Lester J. Using multi-channel data with multi-level modeling to assess in-game performance during gameplay with C rystal I sland Computers in Human Behavior. 76: 641-655. DOI: 10.1016/J.Chb.2017.01.038 |
0.512 |
|
| 2016 |
Trevors G, Feyzi-Behnagh R, Azevedo R, Bouchet F. Self-regulated learning processes vary as a function of epistemic beliefs and contexts: Mixed method evidence from eye tracking and concurrent and retrospective reports Learning and Instruction. 42: 31-46. DOI: 10.1016/J.Learninstruc.2015.11.003 |
0.573 |
|
| 2016 |
Harley JM, Carter CK, Papaionnou N, Bouchet F, Landis RS, Azevedo R, Karabachian L. Examining the predictive relationship between personality and emotion traits and students’ agent-directed emotions: towards emotionally-adaptive agent-based learning environments User Modeling and User-Adapted Interaction. 1-43. DOI: 10.1007/S11257-016-9169-7 |
0.348 |
|
| 2015 |
Azevedo R. Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues Educational Psychologist. 50: 84-94. DOI: 10.1080/00461520.2015.1004069 |
0.552 |
|
| 2015 |
Muis KR, Pekrun R, Sinatra GM, Azevedo R, Trevors G, Meier E, Heddy BC. The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning Learning and Instruction. 39: 168-183. DOI: 10.1016/J.Learninstruc.2015.06.003 |
0.613 |
|
| 2015 |
Duffy MC, Azevedo R. Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system Computers in Human Behavior. 52: 338-348. DOI: 10.1016/J.Chb.2015.05.041 |
0.61 |
|
| 2015 |
Harley JM, Bouchet F, Hussain MS, Azevedo R, Calvo R. A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system Computers in Human Behavior. 48: 615-625. DOI: 10.1016/J.Chb.2015.02.013 |
0.423 |
|
| 2014 |
Feyzi-Behnagh R, Azevedo R, Legowski E, Reitmeyer K, Tseytlin E, Crowley RS. METACOGNITIVE SCAFFOLDS IMPROVE SELF-JUDGMENTS OF ACCURACY IN A MEDICAL INTELLIGENT TUTORING SYSTEM. Instructional Science. 42: 159-181. PMID 24532850 DOI: 10.1007/S11251-013-9275-4 |
0.378 |
|
| 2014 |
Harley JM, Azevedo R. Toward a Feature-Driven Understanding of Students' Emotions during Interactions with Agent-Based Learning Environments: A Selective Review International Journal of Gaming and Computer-Mediated Simulations. 6: 17-34. DOI: 10.4018/Ijgcms.2014070102 |
0.423 |
|
| 2014 |
Taub M, Azevedo R, Bouchet F, Khosravifar B. Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners' levels of prior knowledge in hypermedia-learning environments? Computers in Human Behavior. 39: 356-367. DOI: 10.1016/J.Chb.2014.07.018 |
0.596 |
|
| 2014 |
Trevors G, Duffy M, Azevedo R. Note-taking within MetaTutor: interactions between an intelligent tutoring system and prior knowledge on note-taking and learning Educational Technology Research and Development. 62: 507-528. DOI: 10.1007/S11423-014-9343-8 |
0.608 |
|
| 2014 |
Azevedo R. Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning Metacognition and Learning. 9: 217-228. DOI: 10.1007/S11409-014-9123-1 |
0.473 |
|
| 2014 |
Duffy MC, Azevedo R, Sun NZ, Griscom SE, Stead V, Crelinsten L, Wiseman J, Maniatis T, Lachapelle K. Team regulation in a simulated medical emergency: An in-depth analysis of cognitive, metacognitive, and affective processes Instructional Science. DOI: 10.1007/S11251-014-9333-6 |
0.328 |
|
| 2013 |
Strain AC, Azevedo R, D'Mello SK. Using a false biofeedback methodology to explore relationships between learners' affect, metacognition, and performance Contemporary Educational Psychology. 38: 22-39. DOI: 10.1016/J.Cedpsych.2012.08.001 |
0.554 |
|
| 2012 |
Burkett C, Azevedo R. The effect of multimedia discrepancies on metacognitive judgments Computers in Human Behavior. 28: 1276-1285. DOI: 10.1016/J.Chb.2012.02.011 |
0.483 |
|
| 2011 |
Azevedo R, Feyzi-Behnagh R. Dysregulated Learning with Advanced Learning Technologies Journal of E-Learning and Knowledge Society. 7: 9-18. DOI: 10.20368/1971-8829/517 |
0.557 |
|
| 2011 |
Azevedo R, Biswas G, Bohus D, Carmichael T, Finlayson MA, Hadzikadic M, Havasi C, Horvitz E, Kanda T, Koyejo O, Lawless WF, Lenat D, Meneguzzi F, Mutlu B, Oh J, et al. Reports of the AAAI 2010 fall symposia Ai Magazine. 32: 93-100. DOI: 10.1609/Aimag.V32I1.2338 |
0.391 |
|
| 2011 |
Johnson AM, Azevedo R, D'Mello SK. The temporal and dynamic nature of self-regulatory processes during independent and externally assisted hypermedia learning Cognition and Instruction. 29: 471-504. DOI: 10.1080/07370008.2011.610244 |
0.61 |
|
| 2011 |
Cromley J, Azevedo R. Measuring strategy use in context with multiple-choice items Metacognition and Learning. 6: 155-177. DOI: 10.1007/S11409-011-9070-Z |
0.699 |
|
| 2011 |
Greene JA, Moos DC, Azevedo R. Self-regulation of learning with computer-based learning environments New Directions For Teaching and Learning. 2011: 107-115. DOI: 10.1002/Tl.449 |
0.756 |
|
| 2010 |
El Saadawi GM, Azevedo R, Castine M, Payne V, Medvedeva O, Tseytlin E, Legowski E, Jukic D, Crowley RS. Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a metacognitive scaffold. Advances in Health Sciences Education : Theory and Practice. 15: 9-30. PMID 19434508 DOI: 10.1007/S10459-009-9162-6 |
0.444 |
|
| 2010 |
Azevedo R, Bench-Capon T, Biswas G, Carmichael T, Green N, Hadzikadic M, Koyejo O, Kurup U, Parsons S, Pirrone R, Prakken H, Samsonovich A, Scott D, Souvenir R. Reports of the AAAI 2009 Fall Symposia Ai Magazine. 31: 88. DOI: 10.1609/Aimag.V31I1.2289 |
0.384 |
|
| 2010 |
GREENE JA, AZEVEDO R. The Measurement of Learners’ Self-Regulated Cognitive and Metacognitive Processes While Using Computer-Based Learning Environments Educational Psychologist. 45: 203-209. DOI: 10.1080/00461520.2010.515935 |
0.736 |
|
| 2010 |
Azevedo R, Moos DC, Johnson AM, Chauncey AD. Measuring Cognitive and Metacognitive Regulatory Processes during Hypermedia Learning: Issues and Challenges. Educational Psychologist. 45: 210-223. DOI: 10.1080/00461520.2010.515934 |
0.551 |
|
| 2010 |
Greene JA, Torney-Purta J, Azevedo R. Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level. Journal of Educational Psychology. 102: 234-255. DOI: 10.1037/A0017998 |
0.737 |
|
| 2009 |
Moos DC, Azevedo R. Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy: Review of Educational Research. 79: 576-600. DOI: 10.3102/0034654308326083 |
0.608 |
|
| 2009 |
Greene JA, Azevedo R. A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system Contemporary Educational Psychology. 34: 18-29. DOI: 10.1016/J.Cedpsych.2008.05.006 |
0.758 |
|
| 2009 |
Cromley JG, Azevedo R. Locating information within extended hypermedia Educational Technology Research and Development. 57: 287-313. DOI: 10.1007/S11423-008-9106-5 |
0.69 |
|
| 2009 |
Moos DC, Azevedo R. Self-efficacy and prior domain knowledge: to what extent does monitoring mediate their relationship with hypermedia learning? Metacognition and Learning. 4: 197-216. DOI: 10.1007/S11409-009-9045-5 |
0.546 |
|
| 2009 |
Azevedo R. Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion Metacognition and Learning. 4: 87-95. DOI: 10.1007/S11409-009-9035-7 |
0.591 |
|
| 2008 |
Greene JA, Moos DC, Azevedo R, Winters FI. Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia Computers & Education. 50: 1069-1083. DOI: 10.1016/J.Compedu.2006.10.004 |
0.76 |
|
| 2008 |
Moos DC, Azevedo R. Monitoring, planning, and self-efficacy during learning with hypermedia: The impact of conceptual scaffolds Computers in Human Behavior. 24: 1686-1706. DOI: 10.1016/J.Chb.2007.07.001 |
0.561 |
|
| 2008 |
Moos DC, Azevedo R. Self-regulated learning with hypermedia : The role of prior domain knowledge Contemporary Educational Psychology. 33: 270-298. DOI: 10.1016/J.Cedpsych.2007.03.001 |
0.574 |
|
| 2008 |
Azevedo R, Moos DC, Greene JA, Winters FI, Cromley JG. Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development. 56: 45-72. DOI: 10.1007/S11423-007-9067-0 |
0.824 |
|
| 2008 |
Jacobson MJ, Azevedo R. Advances in scaffolding learning with hypertext and hypermedia: Theoretical, empirical, and design issues Educational Technology Research and Development. 56: 1-3. DOI: 10.1007/S11423-007-9066-1 |
0.489 |
|
| 2008 |
Azevedo R, Jacobson MJ. Advances in scaffolding learning with hypertext and hypermedia: A summary and critical analysis Educational Technology Research and Development. 56: 93-100. DOI: 10.1007/S11423-007-9064-3 |
0.618 |
|
| 2008 |
Moos DC, Azevedo R. Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia Instructional Science. 36: 203-231. DOI: 10.1007/S11251-007-9028-3 |
0.547 |
|
| 2007 |
Greene JA, Azevedo R. A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions Review of Educational Research. 77: 334-372. DOI: 10.3102/003465430303953 |
0.749 |
|
| 2007 |
Greene JA, Azevedo R. Adolescents' Use of Self-Regulatory Processes and Their Relation to Qualitative Mental Model Shifts While Using Hypermedia Journal of Educational Computing Research. 36: 125-148. DOI: 10.2190/G7M1-2734-3Jrr-8033 |
0.725 |
|
| 2007 |
Cromley JG, Azevedo R. Testing and refining the direct and inferential mediation model of reading comprehension Journal of Educational Psychology. 99: 311-325. DOI: 10.1037/0022-0663.99.2.311 |
0.705 |
|
| 2007 |
Azevedo R. Understanding the complex nature of self-regulatory processes in learning with computer-based learning environments: an introduction Metacognition and Learning. 2: 57-65. DOI: 10.1007/S11409-007-9018-5 |
0.616 |
|
| 2007 |
Azevedo R, Greene JA, Moos DC. The effect of a human agent’s external regulation upon college students’ hypermedia learning Metacognition and Learning. 2: 67-87. DOI: 10.1007/S11409-007-9014-9 |
0.775 |
|
| 2006 |
Cromley JG, Azevedo R. Self-report of reading comprehension strategies: What are we measuring? Metacognition and Learning. 1: 229-247. DOI: 10.1007/S11409-006-9002-5 |
0.713 |
|
| 2005 |
Winters FI, Azevedo R. High-School Students' Regulation of Learning During Computer-Based Science Inquiry Journal of Educational Computing Research. 33: 189-217. DOI: 10.2190/F7Hm-9Jn5-Jux8-4Bm9 |
0.606 |
|
| 2005 |
Azevedo R. Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning Educational Psychologist. 40: 199-209. DOI: 10.1207/S15326985Ep4004_2 |
0.64 |
|
| 2005 |
Azevedo R. Computer Environments as Metacognitive Tools for Enhancing Learning Educational Psychologist. 40: 193-197. DOI: 10.1207/S15326985Ep4004_1 |
0.53 |
|
| 2005 |
Cromley JG, Azevedo R. What do reading tutors do? A naturalistic study of more and less experienced tutors in reading Discourse Processes. 40: 83-113. DOI: 10.1207/S15326950Dp4002_1 |
0.699 |
|
| 2005 |
Azevedo R, Cromley JG, Winters FI, Moos DC, Greene JA. Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia Instructional Science. 33: 381-412. DOI: 10.1007/S11251-005-1273-8 |
0.819 |
|
| 2005 |
Azevedo R, Hadwin AF. Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds Instructional Science. 33: 367-379. DOI: 10.1007/S11251-005-1272-9 |
0.516 |
|
| 2004 |
Azevedo R, Winters FI, Moos DC. Can Students Collaboratively Use Hypermedia To Learn Science? The Dynamics Of Self- And Other-Regulatory Processes In An Ecology Classroom* Journal of Educational Computing Research. 31: 215-245. DOI: 10.2190/Hft6-8Eb1-Tn99-Mjvq |
0.586 |
|
| 2004 |
Azevedo R, Guthrie JT, Seibert D. The role of self-regulated learning in fostering students' conceptual understanding of complex systems with hypermedia Journal of Educational Computing Research. 30: 87-111. DOI: 10.2190/Dvwx-Gm1T-6Thq-5Wc7 |
0.649 |
|
| 2004 |
Azevedo R, Cromley JG. Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology. 96: 523-535. DOI: 10.1037/0022-0663.96.3.523 |
0.76 |
|
| 2004 |
Azevedo R, Cromley JG, Seibert D. Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology. 29: 344-370. DOI: 10.1016/J.Cedpsych.2003.09.002 |
0.799 |
|
| 1995 |
Azevedo R, Bernard RM. A Meta-Analysis of the Effects of Feedback in Computer-Based Instruction Journal of Educational Computing Research. 13: 111-127. DOI: 10.2190/9Lmd-3U28-3A0G-Ftqt |
0.421 |
|
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