Aleven, V. eds: International Handbook of Metacognition and Learning Technologies, 2013. ,
Scaffolding Hypermedia Learning Through Metacognitive Prompts International Handbook of Metacognition and Learning Technologies, pp.171-186, 2013. ,
Improving students??? help-seeking skills using metacognitive feedback in an intelligent tutoring system, Learning and Instruction, vol.21, issue.2, pp.267-280, 2011. ,
DOI : 10.1016/j.learninstruc.2010.07.004
Cognitive requirements for learning with open-ended learning environments, Educational Technology Research and Development, vol.16, issue.2, pp.61-78, 2000. ,
DOI : 10.1007/BF02319858
Studying Student Use of Self-Regulated Learning Tools in an Open-Ended Learning Environment, In: Artificial Intelligence in Education, pp.185-194, 2015. ,
DOI : 10.1007/978-3-319-19773-9_19
The Effectiveness of Pedagogical Agents??? Prompting and Feedback in Facilitating Co-adapted Learning with MetaTutor, 11th International Conference, pp.212-221, 2012. ,
DOI : 10.1007/978-3-642-30950-2_27
Examining the Potential of Personality Traits and Trait Emotions to Create Emotionally-adaptive Intelligent Tutoring Systems, User Model. User-Adapt. Interact, vol.26, pp.1-43, 2016. ,
Impact of Different Pedagogical Agents??? Adaptive Self-regulated Prompting Strategies on Learning with MetaTutor, Proc. of the 16th Conference on Artificial Intelligence in Education, pp.815-819, 2013. ,
DOI : 10.1007/978-3-642-39112-5_120
Issues in dealing with sequential and temporal characteristics of self-and socially-regulated learning. Metacognition Learn, pp.217-228, 2014. ,
When Are Tutorial Dialogues More Effective Than Reading?, Cognitive Science, vol.1, issue.3, pp.3-62, 2007. ,
DOI : 10.1080/03640210709336984