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Coupling between Metacognition and Emotions during STEM Learning with Advanced Learning Technologies: A Critical Analysis, Implications for Future Research, and Design of Learning Systems

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Azevedo, Roger; Mudrick, Nicholas; Taub, Michelle; Wortha, Franz – Teachers College Record, 2017

Metacognition and emotions play a critical role in learners' ability to monitor and regulate their learning about 21st-century skills related to science, technology, engineering, and mathematics (STEM) content while using advanced learning technologies (ALTs; e.g., intelligent tutoring systems, serious games, hypermedia, augmented reality). In…

Descriptors: Metacognition, Psychological Patterns, STEM Education, Educational Technology