Abstract
While there is acknowledgement of the importance of metacognition in education, some researchers indicate that the domain of metacognition lacks coherence. In order to overcome this issue, it is necessary that each researcher explains his own approach by using his own or other people’s framework of metacognition. We propose a new framework for metacognition which explains what types of metacognition-driven learning occur so to enable regulation of cognitive activities. With this framework, it becomes possible not only to identify what types of metacognitive activity a computer system supports but also to propose new functions that support the various types of metacognitive activities.
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Kayashima, M., Mizoguchi, R. (2010). A New Framework of Metacognition with Abstraction/Instantiation Operations. In: Aleven, V., Kay, J., Mostow, J. (eds) Intelligent Tutoring Systems. ITS 2010. Lecture Notes in Computer Science, vol 6095. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13437-1_71
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DOI: https://doi.org/10.1007/978-3-642-13437-1_71
Publisher Name: Springer, Berlin, Heidelberg
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