Psychology :: MetaTutor :: University of Memphis

MetaTutor is an interdisciplinary project involving the design, development, and evaluation of a web-based intelligent adaptive hypermedia system to (1) model key self-regulatory processes to foster students’ understanding of science and (2) to provide adaptive scaffolding during learning about complex science topics.

PI: Roger Azevedo
Co-PIs: Art Graesser, Vasile Rus, Danielle McNamara
Funding Agency: NSF
Dates: 2006–2009
Amount: $904,581

Significant Publications:

Azevedo, R., & Witherspoon, A. M. (in press). Self-regulated learning with hypermedia. In A. Graesser, J. Dunlosky, & D. Hacker (Eds.), Handbook of metacognition in education. Mahwah, NJ: Erlbaum.
Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. C. (2008). Why is externally-regulated learning more eff ective than self-regulated learning with hypermedia? Educational Technology Research and Development, 56(1), 45–72.
Azevedo, R., Greene, J. A., & Moos, D. C. (2007). The eff ect of a human agent’s external regulation upon college students’ hypermedia learning. Metacognition and Learning, 2(2/3), 67–87.