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Self-Regulated Learning with Hypermedia: Bringing Motivation into the Conversation

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Book cover International Handbook of Metacognition and Learning Technologies

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 28))

Abstract

Despite its popularity in the classroom, hypermedia learning is challenging, as empirical research has shown. The inherent design of the hypermedia structure requires students to engage in a variety of metacognitive monitoring processes, which provides feedback that facilitates the process of adaptation during learning. The Self-Regulated Learning Theory (SRL) has provided a theoretical lens to examine these processes during hypermedia learning. While a myriad of theoretical approaches to SRL exist, the Information Processing model has been widely used in the context of hypermedia learning. This article outlines the contributions of this theory to field of hypermedia learning, while also highlighting the need for additional empirical research that systematically considers theoretically-grounded constructs of motivation within SRL. The premise of this chapter is that motivation offers a potential explanation of individual differences in how students respond to negative feedback loops during hypermedia learning. Methodological and theoretical challenges are examined, including the identification of specific motivation constructs (e.g., outcome expectations, incentives, efficacy expectations, attributions, and utility) that align with existing SRL theoretical frameworks.

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Authors and Affiliations

  1. Department of Education, Gustavus Adolphus College, Mattson Hall, 800 West College Avenue, Saint Peter, MN, 56082, USA

    Daniel C. Moos

  2. North Lakes Academy Charter School, 255 7th Ave NW # B, Forest Lake, MN, 55025, USA

    Christopher A. Stewart

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  1. Daniel C. Moos
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Correspondence to Daniel C. Moos .

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Editors and Affiliations

  1. Department of Educational and Counseling, McGill University Department of Educational and Counseling, Montreal, Québec, Canada

    Roger Azevedo

  2. Human-Computer Interaction Inst., Carnegie Mellon University Human-Computer Interaction Inst., Pittsburgh, Pennsylvania, USA

    Vincent Aleven

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Moos, D.C., Stewart, C.A. (2013). Self-Regulated Learning with Hypermedia: Bringing Motivation into the Conversation. In: Azevedo, R., Aleven, V. (eds) International Handbook of Metacognition and Learning Technologies. Springer International Handbooks of Education, vol 28. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-5546-3_45

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