Background: Self-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning…

Educational games have the potential to be innovative forms of learning assessment, by allowing us to not just study their knowledge but the process that takes students to that knowledge. This paper examines the mediating role of players' moves in digital games on changes in their pre-post classroom measures of implicit science learning. We…

This study examined the constructive cognitive activity of children listening to text. Analysis of thinking-aloud protocols of 109 children in grades 1 to 6 identified 5 levels of constructive activity, with 3 subtypes at each level. Path analysis indicates that only constructive activity exerts a direct effect on learning. (SLD)