Iterative Context Engineering to Inform the Design of Intelligent Exploratory Learning Environments for the Classroom
Judy Kay, Sabina Kleitman, Roger Azevedo · 2013
Metacognition refers to the executive processes of reflecting on and regulating one’s own thinking, that is, ‘thinking about thinking’ ( Flavell, 1979 ). These processes, central to learning, are one of the three fundamentals of self-regulated learning ( Schraw et al., 2006 ). This makes it important for most learning contexts and especially for the many uses of digital learning resources for independent and lifelong learning ( Azevedo et al., 2012 ; Kay, 2008 ). Given its importance, it is unsurprising that there is a large body of research about metacognition; for example, see reviews ( Dunlosky & Bjork, 2008 ; Dunlosky & Lipko, 2007 ). These provide powerful insights into how real-world learning can be improved. This metacognition research also has the potential to serve as a foundation for the design of interface elements that can improve learning and be useful in many different learning resources.