Abstract
One of the affordances of hypertext environments is the freedom to choose the order of information presentation. However, learners may have difficulty self-regulating their learning in order to make navigation decisions that align with their goals. This chapter presents our work in helping students learn from hypertext using the CoMPASS hypertext system in middle school science classes. The CoMPASS system design includes navigable concept maps that reflect connections among concepts in the domain of physics and are used to help students understand the relationships between science ideas. In CoMPASS, students’ self-regulated behavior is detected through the use of computer-generated log files that allow us analyze student navigation behavior post hoc and create clusters of navigation patterns. We are then able to examine these clusters of navigation patterns to determine differences in students’ SRL processes and the types of scaffolding that they may need. This chapter presents five different navigation pattern clusters that have been identified as typical of students’ navigation behavior in CoMPASS. We further discuss how these clusters will be matched to the navigation behaviors of future students and used to inform an algorithm that will provide adaptive real-time navigation prompts in order to scaffold metacognition and self-regulated learning.
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Puntambekar, S., Sullivan, S.A., Hübscher, R. (2013). Analyzing Navigation Patterns to Scaffold Metacognition in Hypertext Systems. In: Azevedo, R., Aleven, V. (eds) International Handbook of Metacognition and Learning Technologies. Springer International Handbooks of Education, vol 28. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-5546-3_18
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