{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,18]],"date-time":"2026-06-18T22:05:26Z","timestamp":1781820326549,"version":"3.54.5"},"reference-count":63,"publisher":"Springer Science and Business Media LLC","issue":"5","license":[{"start":{"date-parts":[[2022,11,4]],"date-time":"2022-11-04T00:00:00Z","timestamp":1667520000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.springernature.com\/gp\/researchers\/text-and-data-mining"},{"start":{"date-parts":[[2022,11,4]],"date-time":"2022-11-04T00:00:00Z","timestamp":1667520000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.springernature.com\/gp\/researchers\/text-and-data-mining"}],"funder":[{"DOI":"10.13039\/501100004543","name":"China Scholarship Council","doi-asserted-by":"crossref","award":["China Scholarship Council"],"award-info":[{"award-number":["China Scholarship Council"]}],"id":[{"id":"10.13039\/501100004543","id-type":"DOI","asserted-by":"crossref"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Educ Inf Technol"],"published-print":{"date-parts":[[2023,5]]},"DOI":"10.1007\/s10639-022-11357-1","type":"journal-article","created":{"date-parts":[[2022,11,4]],"date-time":"2022-11-04T09:02:46Z","timestamp":1667552566000},"page":"5697-5715","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":19,"title":["Examining students\u2019 cognitive load in the context of self-regulated learning with an intelligent tutoring system"],"prefix":"10.1007","volume":"28","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6315-4029","authenticated-orcid":false,"given":"Tingting","family":"Wang","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shan","family":"Li","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xiaoshan","family":"Huang","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Zexuan","family":"Pan","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Susanne P.","family":"Lajoie","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2022,11,4]]},"reference":[{"issue":"3","key":"11357_CR1","doi-asserted-by":"publisher","first-page":"280","DOI":"10.1111\/medu.12303","volume":"48","author":"AR Artino","year":"2014","unstructured":"Artino, A. R., Cleary, T. J., Dong, T., Hemmer, P. A., & Durning, S. J. (2014). Exploring clinical reasoning in novices: A self-regulated learning microanalytic assessment approach. Medical Education, 48(3), 280\u2013291. https:\/\/doi.org\/10.1111\/medu.12303","journal-title":"Medical Education"},{"key":"11357_CR4","doi-asserted-by":"publisher","first-page":"207","DOI":"10.1016\/j.chb.2019.03.025","volume":"96","author":"R Azevedo","year":"2019","unstructured":"Azevedo, R., & Ga\u0161evi\u0107, D. (2019). Analyzing multimodal multichannel data about self-regulated learning with advanced learning technologies: Issues and challenges. Computers in Human Behavior, 96, 207\u2013210. https:\/\/doi.org\/10.1016\/j.chb.2019.03.025","journal-title":"Computers in Human Behavior"},{"issue":"5044","key":"11357_CR5","doi-asserted-by":"publisher","first-page":"556","DOI":"10.1126\/science.1736359","volume":"255","author":"A Baddeley","year":"1992","unstructured":"Baddeley, A. (1992). Working memory. Science, 255(5044), 556\u2013559. https:\/\/doi.org\/10.1126\/science.1736359","journal-title":"Science"},{"key":"11357_CR6","doi-asserted-by":"publisher","first-page":"1346","DOI":"10.3389\/fpsyg.2017.01346","volume":"8","author":"M Baars","year":"2017","unstructured":"Baars, M., Wijnia, L., & Paas, F. (2017). The association between motivation, affect, and self-regulated learning when solving problems. Frontiers in Psychology, 8, 1346. https:\/\/doi.org\/10.3389\/fpsyg.2017.01346","journal-title":"Frontiers in Psychology"},{"key":"11357_CR7","doi-asserted-by":"publisher","unstructured":"Bates, D., M\u00e4chler, M., Bolker, B. M., & Walker, S. C. (2014). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), https:\/\/doi.org\/10.18637\/jss.v067.i01","DOI":"10.18637\/jss.v067.i01"},{"issue":"5","key":"11357_CR8","doi-asserted-by":"publisher","first-page":"891","DOI":"10.1007\/s10459-018-9838-x","volume":"23","author":"S Blissett","year":"2018","unstructured":"Blissett, S., Sibbald, M., Kok, E., & van Merrienboer, J. (2018). Optimizing self-regulation of performance: Is mental effort a cue? Advances in Health Sciences Education, 23(5), 891\u2013898. https:\/\/doi.org\/10.1007\/s10459-018-9838-x","journal-title":"Advances in Health Sciences Education"},{"issue":"2","key":"11357_CR9","doi-asserted-by":"publisher","first-page":"149","DOI":"10.1111\/j.1464-0597.2005.00201.x","volume":"54","author":"M Boekaerts","year":"2005","unstructured":"Boekaerts, M., Maes, S., & Karoly, P. (2005). Self-regulation across domains of applied psychology: Is there an emerging consensus? Applied Psychology, 54(2), 149\u2013154. https:\/\/doi.org\/10.1111\/j.1464-0597.2005.00201.x","journal-title":"Applied Psychology"},{"key":"11357_CR10","unstructured":"Corno, L., & Mandinach, E. B. (2004). What we have learned about student engagement in the past twenty years. In D. M. McInerney, & Van S. Etten (Eds.), Research on sociocultural influences on motivation and learning (1 vol., pp. 297\u2013326). Information Age Publishing, Inc"},{"issue":"2","key":"11357_CR11","doi-asserted-by":"publisher","first-page":"238","DOI":"10.1177\/0146167206294412","volume":"33","author":"JD Creswell","year":"2007","unstructured":"Creswell, J. D., Lam, S., Stanton, A. L., Taylor, S. E., Bower, J. E., & Sherman, D. K. (2007). Does self-affirmation, cognitive processing, or discovery of meaning explain cancer-related health benefits of expressive writing? Personality and Social Psychology Bulletin, 33(2), 238\u2013250. https:\/\/doi.org\/10.1177\/0146167206294412","journal-title":"Personality and Social Psychology Bulletin"},{"issue":"4","key":"11357_CR12","doi-asserted-by":"publisher","first-page":"903","DOI":"10.1007\/s10648-020-09576-4","volume":"32","author":"AB de Bruin","year":"2020","unstructured":"de Bruin, A. B., Roelle, J., Carpenter, S. K., & Baars, M. (2020). Synthesizing cognitive load and self-regulation theory: A theoretical framework and research agenda. Educational Psychology Review, 32(4), 903\u2013915. https:\/\/doi.org\/10.1007\/s10648-020-09576-4","journal-title":"Educational Psychology Review"},{"key":"11357_CR13","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.learninstruc.2017.06.001","volume":"51","author":"AB de Bruin","year":"2017","unstructured":"de Bruin, A. B., & van Merri\u00ebnboer, J. J. (2017). Bridging cognitive load and self-regulated learning research: A complementary approach to contemporary issues in educational research. Learning and Instruction, 51, 1\u20139. https:\/\/doi.org\/10.1016\/j.learninstruc.2017.06.001","journal-title":"Learning and Instruction"},{"issue":"1","key":"11357_CR14","doi-asserted-by":"publisher","first-page":"95","DOI":"10.1111\/bjep.12177","volume":"88","author":"DL Dinsmore","year":"2018","unstructured":"Dinsmore, D. L., & Zoellner, B. P. (2018). The relation between cognitive and metacognitive strategic processing during a science simulation. British Journal of Educational Psychology, 88(1), 95\u2013117. https:\/\/doi.org\/10.1111\/bjep.12177","journal-title":"British Journal of Educational Psychology"},{"issue":"4","key":"11357_CR15","doi-asserted-by":"publisher","first-page":"168","DOI":"10.1007\/s40037-015-0196-6","volume":"4","author":"SJ Durning","year":"2015","unstructured":"Durning, S. J., Dong, T., Artino, A. R., van der Vleuten, C., Holmboe, E., & Schuwirth, L. (2015). Dual processing theory and experts\u02bc reasoning: exploring thinking on national multiple-choice questions. Perspectives on Medical Education, 4(4), 168\u2013175. https:\/\/doi.org\/10.1007\/s40037-015-0196-6","journal-title":"Perspectives on Medical Education"},{"issue":"5","key":"11357_CR16","doi-asserted-by":"publisher","first-page":"295","DOI":"10.1097\/SIH.0000000000000097","volume":"10","author":"KL Fraser","year":"2015","unstructured":"Fraser, K. L., Ayres, P., & Sweller, J. (2015). Cognitive load theory for the design of medical simulations. Simulation in Healthcare, 10(5), 295\u2013307","journal-title":"Simulation in Healthcare"},{"issue":"2","key":"11357_CR17","doi-asserted-by":"publisher","first-page":"211","DOI":"10.1037\/0033-295x.102.2.211","volume":"102","author":"KA Ericsson","year":"1995","unstructured":"Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102(2), 211\u2013245. https:\/\/doi.org\/10.1037\/0033-295x.102.2.211","journal-title":"Psychological Review"},{"issue":"1","key":"11357_CR18","doi-asserted-by":"publisher","first-page":"18","DOI":"10.1016\/j.cedpsych.2008.05.006","volume":"34","author":"JA Greene","year":"2009","unstructured":"Greene, J. A., & Azevedo, R. (2009). A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system. Contemporary Educational Psychology, 34(1), 18\u201329. https:\/\/doi.org\/10.1016\/j.cedpsych.2008.05.006","journal-title":"Contemporary Educational Psychology"},{"issue":"8","key":"11357_CR19","doi-asserted-by":"publisher","first-page":"815","DOI":"10.1111\/medu.12773","volume":"49","author":"FA Haji","year":"2015","unstructured":"Haji, F. A., Rojas, D., Childs, R., de Ribaupierre, S., & Dubrowski, A. (2015). Measuring cognitive load: performance, mental effort and simulation task complexity. Medical education, 49(8), 815\u2013827","journal-title":"Medical education"},{"issue":"1","key":"11357_CR20","doi-asserted-by":"publisher","first-page":"51","DOI":"10.1007\/s11409-020-09220-0","volume":"15","author":"M H\u00e4ndel","year":"2020","unstructured":"H\u00e4ndel, M., de Bruin, A. B., & Dresel, M. (2020). Individual differences in local and global metacognitive judgments. Metacognition and Learning, 15(1), 51\u201375. https:\/\/doi.org\/10.1007\/s11409-020-09220-0","journal-title":"Metacognition and Learning"},{"key":"11357_CR21","doi-asserted-by":"publisher","first-page":"181","DOI":"10.1016\/j.edurev.2017.09.004","volume":"22","author":"J Hu","year":"2017","unstructured":"Hu, J., & Gao, X. A. (2017). Using think-aloud protocol in self-regulated reading research. Educational Research Review, 22, 181\u2013193","journal-title":"Educational Research Review"},{"issue":"5","key":"11357_CR22","doi-asserted-by":"publisher","first-page":"343","DOI":"10.1080\/10447318.2013.860579","volume":"30","author":"MA Khawaja","year":"2014","unstructured":"Khawaja, M. A., Chen, F., & Marcus, N. (2014). Measuring cognitive load using linguistic features: Implications for usability evaluation and adaptive interaction design. International Journal of Human-Computer Interaction, 30(5), 343\u2013368. https:\/\/doi.org\/10.1080\/10447318.2013.860579","journal-title":"International Journal of Human-Computer Interaction"},{"issue":"3","key":"11357_CR23","doi-asserted-by":"publisher","first-page":"273","DOI":"10.1515\/dx-2019-0103","volume":"7","author":"A Konopasky","year":"2020","unstructured":"Konopasky, A., Durning, S. J., Artino, A. R., Ramani, D., & Battista, A. (2020). The linguistic effects of context specificity: Exploring affect, cognitive processing, and agency in physicians\u2019 think-aloud reflections. Diagnosis, 7(3), 273\u2013280. https:\/\/doi.org\/10.1515\/dx-2019-0103","journal-title":"Diagnosis"},{"issue":"4","key":"11357_CR24","doi-asserted-by":"publisher","first-page":"349","DOI":"10.1037\/0096-3445.126.4.349","volume":"126","author":"A Koriat","year":"1997","unstructured":"Koriat, A. (1997). Monitoring one\u2019s own knowledge during study: A cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General, 126(4), 349\u2013370. https:\/\/doi.org\/10.1037\/0096-3445.126.4.349","journal-title":"Journal of Experimental Psychology: General"},{"issue":"3","key":"11357_CR25","doi-asserted-by":"publisher","first-page":"370","DOI":"10.3758\/S13421-017-0771-7","volume":"46","author":"A Koriat","year":"2018","unstructured":"Koriat, A. (2018). Agency attributions of mental effort during self-regulated learning. Memory and Cognition, 46(3), 370\u2013383. https:\/\/doi.org\/10.3758\/S13421-017-0771-7","journal-title":"Memory and Cognition"},{"issue":"3","key":"11357_CR26","doi-asserted-by":"publisher","first-page":"128","DOI":"10.1891\/1078-4535.19.3.128","volume":"19","author":"RA Kuiper","year":"2013","unstructured":"Kuiper, R. A. (2013). Integration of innovative clinical reasoning pedagogies into a baccalaureate nursing curriculum. Creative Nursing, 19(3), 128\u2013139. https:\/\/doi.org\/10.1891\/1078-4535.19.3.128","journal-title":"Creative Nursing"},{"key":"11357_CR2","doi-asserted-by":"crossref","unstructured":"Lajoie, S. P. (2009). Developing professional expertise with a cognitive apprenticeship model: Examples from Avionics and Medicine. In K. A. Ericsson (Ed.), Development of Professional Expertise: Toward Measurement of Expert Performance and Design of Optimal Learning Environments (pp. 61\u201383). Cambridge University Press.","DOI":"10.1017\/CBO9780511609817.004"},{"key":"11357_CR3","doi-asserted-by":"publisher","unstructured":"Lajoie, S. P., & Lu, J. (2012). Supporting collaboration with technology: does shared cognition lead to co-regulation in medicine? Metacognition and Learning, 7(1), 45\u201362. https:\/\/doi.org\/10.1007\/s11409-011-9077-5","DOI":"10.1007\/s11409-011-9077-5"},{"issue":"1","key":"11357_CR27","doi-asserted-by":"publisher","first-page":"43","DOI":"10.1207\/S15326985EP3801_6","volume":"38","author":"RE Mayer","year":"2003","unstructured":"Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43\u201352. https:\/\/doi.org\/10.1207\/S15326985EP3801_6","journal-title":"Educational Psychologist"},{"issue":"2","key":"11357_CR28","doi-asserted-by":"publisher","first-page":"270","DOI":"10.1016\/j.cedpsych.2007.03.001","volume":"33","author":"DC Moos","year":"2008","unstructured":"Moos, D. C., & Azevedo, R. (2008). Self-regulated learning with hypermedia: The role of prior domain knowledge. Contemporary Educational Psychology, 33(2), 270\u2013298","journal-title":"Contemporary Educational Psychology"},{"key":"11357_CR29","doi-asserted-by":"publisher","unstructured":"M\u00fcller, C., Gro\u00dfmann-Hutter, B., Jameson, A., Rummer, R., & Wittig, F. (2001, July). Recognizing time pressure and cognitive load on the basis of speech: An experimental study. Internationl Conference on User Modeling, Sonthofen, BY, Germany. https:\/\/doi.org\/10.1007\/3-540-44566-8_3","DOI":"10.1007\/3-540-44566-8_3"},{"key":"11357_CR30","doi-asserted-by":"publisher","unstructured":"Nelson, T. O., & Narens, L. (1994). Why investigate metacognition?. In J. Metcalfe, & A. P. Shimamura (Eds.), Metacognition: Knowing about Knowing (pp. 1\u201325). MIT Press. https:\/\/doi.org\/10.7551\/mitpress\/4561.003.0003","DOI":"10.7551\/mitpress\/4561.003.0003"},{"key":"11357_CR31","doi-asserted-by":"publisher","unstructured":"Nourbakhsh, N., Wang, Y., Chen, F., & Calvo, R. A. (2012, November). Using galvanic skin response for cognitive load measurement in arithmetic and reading tasks. OzCHI\u201912: Proceedings Australian Computer-Human Interaction Conference, New York, NY, USA. https:\/\/doi.org\/10.1145\/2414536.2414602","DOI":"10.1145\/2414536.2414602"},{"issue":"4","key":"11357_CR32","doi-asserted-by":"publisher","first-page":"1089","DOI":"10.1007\/s10648-020-09541-1","volume":"32","author":"M N\u00fcckles","year":"2020","unstructured":"N\u00fcckles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The self-regulation-view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning. Educational Psychology Review, 32(4), 1089\u20131126. https:\/\/doi.org\/10.1007\/s10648-020-09541-1","journal-title":"Educational Psychology Review"},{"issue":"1","key":"11357_CR33","doi-asserted-by":"publisher","first-page":"63","DOI":"10.1207\/S15326985EP3801_8","volume":"38","author":"F Paas","year":"2003","unstructured":"Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38(1), 63\u201371. https:\/\/doi.org\/10.1207\/S15326985EP3801_8","journal-title":"Educational Psychologist"},{"issue":"2","key":"11357_CR34","doi-asserted-by":"publisher","first-page":"115","DOI":"10.1007\/s10648-010-9133-8","volume":"22","author":"F Paas","year":"2010","unstructured":"Paas, F., Van Gog, T., & Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational psychology review, 22(2), 115\u2013121. https:\/\/doi.org\/10.1007\/s10648-010-9133-8","journal-title":"Educational psychology review"},{"key":"11357_CR35","doi-asserted-by":"publisher","first-page":"422","DOI":"10.3389\/fpsyg.2017.00422","volume":"8","author":"E Panadero","year":"2017","unstructured":"Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https:\/\/doi.org\/10.3389\/fpsyg.2017.00422","journal-title":"Frontiers in Psychology"},{"issue":"4","key":"11357_CR36","first-page":"24","volume":"18","author":"B Park","year":"2015","unstructured":"Park, B., Korbach, A., & Br\u00fcnken, R. (2015). Do learner characteristics moderate the seductive-details-effect? A cognitive-load-study using eye-tracking. Educational Technology and Society, 18(4), 24\u201336","journal-title":"Educational Technology and Society"},{"key":"11357_CR37","unstructured":"Pennebaker, J. W., Boyd, R. L., Jordan, K., & Blackburn, K. (2015). The Development and Psychometric Properties of LIWC2015. https:\/\/repositories.lib.utexas.edu\/handle\/2152\/31333"},{"key":"11357_CR38","doi-asserted-by":"publisher","first-page":"451","DOI":"10.1016\/b978-012109890-2\/50043-3","volume-title":"Handbook of Self-Regulation","author":"PR Pintrich","year":"2000","unstructured":"Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (1st ed., pp. 451\u2013502). US: Academic Press. https:\/\/doi.org\/10.1016\/b978-012109890-2\/50043-3","edition":"1"},{"issue":"4","key":"11357_CR39","doi-asserted-by":"publisher","first-page":"219","DOI":"10.1207\/s15430421tip4104_3","volume":"41","author":"PR Pintrich","year":"2002","unstructured":"Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219\u2013225. https:\/\/doi.org\/10.1207\/s15430421tip4104_3","journal-title":"Theory into Practice"},{"issue":"4","key":"11357_CR40","doi-asserted-by":"publisher","first-page":"385","DOI":"10.1007\/s10648-004-0006-x","volume":"16","author":"PR Pintrich","year":"2004","unstructured":"Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385\u2013407. https:\/\/doi.org\/10.1007\/s10648-004-0006-x","journal-title":"Educational Psychology Review"},{"issue":"3","key":"11357_CR41","doi-asserted-by":"publisher","first-page":"273","DOI":"10.1207\/s15327809jls1303_2","volume":"13","author":"BJ Reiser","year":"2004","unstructured":"Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13(3), 273\u2013304. https:\/\/doi.org\/10.1207\/s15327809jls1303_2","journal-title":"Journal of the Learning Sciences"},{"issue":"4","key":"11357_CR42","doi-asserted-by":"publisher","first-page":"1003","DOI":"10.1007\/s10648-020-09555-9","volume":"32","author":"K Scheiter","year":"2020","unstructured":"Scheiter, K., Ackerman, R., & Hoogerheide, V. (2020). Looking at mental effort appraisals through a metacognitive lens: Are they biased? Educational Psychology Review, 32(4), 1003\u20131027. https:\/\/doi.org\/10.1007\/s10648-020-09555-9","journal-title":"Educational Psychology Review"},{"issue":"3","key":"11357_CR43","doi-asserted-by":"publisher","first-page":"285","DOI":"10.1007\/s10648-007-9046-3","volume":"19","author":"K Scheiter","year":"2007","unstructured":"Scheiter, K., & Gerjets, P. (2007). Learner control in hypermedia environments. Educational Psychology Review, 19(3), 285\u2013307. https:\/\/doi.org\/10.1007\/s10648-007-9046-3","journal-title":"Educational Psychology Review"},{"issue":"4","key":"11357_CR44","first-page":"172","volume":"18","author":"R Schwonke","year":"2015","unstructured":"Schwonke, R. (2015). Metacognitive load\u2014Useful, or extraneous concept? Metacognitive and self-regulatory demands in computer-based learning. Educational Technology and Society, 18(4), 172\u2013184","journal-title":"Educational Technology and Society"},{"key":"11357_CR45","doi-asserted-by":"publisher","first-page":"116","DOI":"10.1016\/j.edurev.2018.03.004","volume":"24","author":"T Seufert","year":"2018","unstructured":"Seufert, T. (2018). The interplay between self-regulation in learning and cognitive load. Educational Research Review, 24, 116\u2013129. https:\/\/doi.org\/10.1016\/j.edurev.2018.03.004","journal-title":"Educational Research Review"},{"issue":"4","key":"11357_CR46","doi-asserted-by":"publisher","first-page":"1151","DOI":"10.1007\/s10648-020-09574-6","volume":"32","author":"T Seufert","year":"2020","unstructured":"Seufert, T. (2020). Building bridges betweenself-regulation and cognitive load\u2014An invitation for a broad and differentiated attempt. Educational Psychology Review, 32(4), 1151\u20131162. https:\/\/doi.org\/10.1007\/s10648-020-09574-6","journal-title":"Educational Psychology Review"},{"issue":"1","key":"11357_CR47","doi-asserted-by":"publisher","first-page":"183","DOI":"10.18608\/jla.2016.31.11","volume":"3","author":"M Siadaty","year":"2016","unstructured":"Siadaty, M., Gasevic, D., & Hatala, M. (2016). Trace-based micro-analytic measurement of self-regulated learning processes. Journal of Learning Analytics, 3(1), 183\u2013214. https:\/\/doi.org\/10.18608\/jla.2016.31.11","journal-title":"Journal of Learning Analytics"},{"key":"11357_CR48","doi-asserted-by":"publisher","first-page":"394","DOI":"10.1016\/j.chb.2016.04.015","volume":"62","author":"BG Stuijfzand","year":"2016","unstructured":"Stuijfzand, B. G., Van Der Schaaf, M. F., Kirschner, F. C., Ravesloot, C. J., Van Der Gijp, A., & Vincken, K. L. (2016). Medical students\u2019 cognitive load in volumetric image interpretation: Insights from human-computer interaction and eye movements. Computers in Human Behavior, 62, 394\u2013403. https:\/\/doi.org\/10.1016\/j.chb.2016.04.015","journal-title":"Computers in Human Behavior"},{"issue":"2","key":"11357_CR49","doi-asserted-by":"publisher","first-page":"257","DOI":"10.1016\/0364-0213(88)90023-7","volume":"12","author":"J Sweller","year":"1988","unstructured":"Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257\u2013285. https:\/\/doi.org\/10.1016\/0364-0213(88)90023-7","journal-title":"Cognitive Science"},{"key":"11357_CR50","doi-asserted-by":"publisher","unstructured":"Sweller, J. (2011). Cognitive load theory. In J. P. Mestre & B. H. Ross (Eds.), Psychology of Learning and Motivation (pp.\u00a037\u201376). US: Academic Press. https:\/\/doi.org\/10.1016\/B978-0-12-387691-1.00002-8","DOI":"10.1016\/B978-0-12-387691-1.00002-8"},{"key":"11357_CR51","doi-asserted-by":"publisher","first-page":"85","DOI":"10.1016\/j.learninstruc.2017.05.005","volume":"51","author":"J Sweller","year":"2017","unstructured":"Sweller, J., & Paas, F. (2017). Should self-regulated learning be integrated with cognitive load theory? A commentary. Learning and Instruction, 51, 85\u201389. https:\/\/doi.org\/10.1016\/j.learninstruc.2017.05.005","journal-title":"Learning and Instruction"},{"issue":"6","key":"11357_CR52","doi-asserted-by":"publisher","first-page":"375","DOI":"10.1177\/2167696815587648","volume":"3","author":"M Syed","year":"2015","unstructured":"Syed, M., & Nelson, S. C. (2015). Guidelines for establishing reliability when coding narrative data. Emerging Adulthood, 3(6), 375\u2013387. https:\/\/doi.org\/10.1177\/2167696815587648","journal-title":"Emerging Adulthood"},{"issue":"1","key":"11357_CR53","doi-asserted-by":"publisher","first-page":"24","DOI":"10.1177\/0261927X09351676","volume":"29","author":"YR Tausczik","year":"2010","unstructured":"Tausczik, Y. R., & Pennebaker, J. W. (2010). The psychological meaning of words: LIWC and computerized text analysis methods. Journal of Language and Social Psychology, 29(1), 24\u201354. https:\/\/doi.org\/10.1177\/0261927X09351676","journal-title":"Journal of Language and Social Psychology"},{"issue":"1","key":"11357_CR54","doi-asserted-by":"publisher","first-page":"147","DOI":"10.1016\/S0959-4752(01)00022-6","volume":"12","author":"M Valcke","year":"2002","unstructured":"Valcke, M. (2002). Cognitive load: updating the theory? Learning and Instruction, 12(1), 147\u2013154. https:\/\/doi.org\/10.1016\/S0959-4752(01)00022-6","journal-title":"Learning and Instruction"},{"key":"11357_CR55","doi-asserted-by":"publisher","first-page":"15","DOI":"10.1016\/j.learninstruc.2012.08.005","volume":"24","author":"MH van Loon","year":"2013","unstructured":"van Loon, M. H., de Bruin, A. B., van Gog, T., & van Merri\u00ebnboer, J. J. (2013). Activation of inaccurate prior knowledge affects primary-school students\u2019 metacognitive judgments and calibration. Learning and Instruction, 24, 15\u201325. https:\/\/doi.org\/10.1016\/j.learninstruc.2012.08.005","journal-title":"Learning and Instruction"},{"issue":"5","key":"11357_CR56","doi-asserted-by":"publisher","first-page":"508","DOI":"10.1002\/acp.3347","volume":"31","author":"MH van Loon","year":"2017","unstructured":"van Loon, M. H., & Roebers, C. M. (2017). Effects of feedback on self-evaluations and self-regulation in elementary school. Applied Cognitive Psychology, 31(5), 508\u2013519. https:\/\/doi.org\/10.1002\/acp.3347","journal-title":"Applied Cognitive Psychology"},{"issue":"5","key":"11357_CR57","doi-asserted-by":"publisher","first-page":"673","DOI":"10.1086\/461429","volume":"85","author":"PH Winne","year":"1985","unstructured":"Winne, P. H. (1985). Steps toward promoting cognitive achievements. The Elementary School Journal, 85(5), 673\u2013693. https:\/\/doi.org\/10.1086\/461429","journal-title":"The Elementary School Journal"},{"key":"11357_CR58","unstructured":"Winne, P. H. (2001). Self-regulated learning viewed from models of information Self-regulated learning viewed from models of information processing. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement: Theoretical Perspectives (pp.\u00a0145\u2013178)"},{"issue":"1","key":"11357_CR59","doi-asserted-by":"publisher","first-page":"9","DOI":"10.1111\/bjep.12173","volume":"88","author":"PH Winne","year":"2018","unstructured":"Winne, P. H. (2018). Theorizing and researching levels of processing in self-regulated learning. British Journal of Educational Psychology, 88(1), 9\u201320. https:\/\/doi.org\/10.1111\/bjep.12173","journal-title":"British Journal of Educational Psychology"},{"key":"11357_CR60","doi-asserted-by":"publisher","unstructured":"Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated engagement in learning. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp.\u00a0277\u2013304). Hillsdale, NJ: Erlbaum. https:\/\/doi.org\/10.4324\/9781410602350","DOI":"10.4324\/9781410602350"},{"issue":"4","key":"11357_CR61","doi-asserted-by":"publisher","first-page":"1127","DOI":"10.1007\/s10648-020-09568-4","volume":"32","author":"J Wirth","year":"2020","unstructured":"Wirth, J., Stebner, F., Trypke, M., Schuster, C., & Leutner, D. (2020). An interactive layers model of self-regulated learning and cognitive load. Educational Psychology Review, 32(4), 1127\u20131149. https:\/\/doi.org\/10.1007\/s10648-020-09568-4","journal-title":"Educational Psychology Review"},{"issue":"3","key":"11357_CR62","doi-asserted-by":"publisher","first-page":"541","DOI":"10.1007\/s10758-019-09420-x","volume":"25","author":"J Zheng","year":"2020","unstructured":"Zheng, J., Li, S., & Lajoie, S. P. (2020). The role of achievement goals and self-regulated learning behaviors in clinical reasoning. Technology Knowledge and Learning, 25(3), 541\u2013556. https:\/\/doi.org\/10.1007\/s10758-019-09420-x","journal-title":"Technology Knowledge and Learning"},{"key":"11357_CR63","doi-asserted-by":"publisher","unstructured":"Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaert, P. R. Pintrich, & M. Zerdner (Eds.), Handbook of self-regulation (1st ed., pp.\u00a013\u201339). US: Academic Press. https:\/\/doi.org\/10.1016\/b978-012109890-2\/50031-7","DOI":"10.1016\/b978-012109890-2\/50031-7"}],"container-title":["Education and Information Technologies"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10639-022-11357-1.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s10639-022-11357-1\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10639-022-11357-1.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2023,5,16]],"date-time":"2023-05-16T08:39:19Z","timestamp":1684226359000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s10639-022-11357-1"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,11,4]]},"references-count":63,"journal-issue":{"issue":"5","published-print":{"date-parts":[[2023,5]]}},"alternative-id":["11357"],"URL":"https:\/\/doi.org\/10.1007\/s10639-022-11357-1","relation":{},"ISSN":["1360-2357","1573-7608"],"issn-type":[{"value":"1360-2357","type":"print"},{"value":"1573-7608","type":"electronic"}],"subject":[],"published":{"date-parts":[[2022,11,4]]},"assertion":[{"value":"8 June 2022","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"13 September 2022","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"4 November 2022","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"This study was approved by the Research Ethics Board of McGill University.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethical approval:"}},{"value":"The authors declare that they have no competing interests.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}},{"value":"None.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Disclosure statement"}}]}}