Secondary school students often learn new cognitive skills by practicing with tasks that vary in difficulty, amount of support and/or content. Occasionally, they have to select these tasks themselves. Studies on task-selection guidance investigated either procedural guidance (specific rules for selecting tasks) or strategic guidance (general rules…

Background: Performance monitoring plays a key role in self-regulated learning, but is difficult, especially for complex visual tasks such as navigational map reading. Gaze displays (i.e. visualizations of participants' eye movements during a task) might serve as feedback to improve students' performance monitoring. Objectives: We hypothesized…

Self-assessment and task selection are important self-regulated learning skills for secondary school students. More specifically, selecting new tasks based on self-assessments is very important for them, because teachers are not always present or able to select tasks for them individually. However, little is known about the processes underlying…

Research has demonstrated that instruction that relies more heavily on example study is more effective for novices' learning than instruction consisting of problem solving. However, "a heavier reliance on example study" has been implemented in different ways. For example, worked examples only (WE), example-problem pairs (WE-PS), or problem-example…

This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This research was performed to gain more insight in the…