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

  • Daniel C. Moos
  • Christopher A. Stewart
Part of the Springer International Handbooks of Education book series (SIHE, volume 28)


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.


Autism Spectrum Disorder Motivational Belief Metacognitive Process Metacognitive Monitoring Motivation Construct 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  1. 1.Department of EducationGustavus Adolphus CollegeSaint PeterUSA
  2. 2.North Lakes Academy Charter SchoolForest LakeUSA

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