Students' verbalized metacognition during computerized learning

Nigel Bosch, Yingbin Zhang, Luc Paquette, Ryan S. Baker, Jaclyn Ocumpaugh, Gautam Biswas

Research output: Chapter in Book/Report/Conference proceedingConference contribution


Students in computerized learning environments often direct their own learning processes, which requires metacognitive awareness of what should be learned next. We investigated a novel method of measuring verbalized metacognition by applying natural language processing (NLP) to transcripts of interviews conducted in a classroom with 99 middle school students who were using a computerized learning environment. We iteratively adapted the NLP method for the linguistic characteristics of these interviews, then applied it to study three research questions regarding the relationships between verbalized metacognition and measures of 1) learning, 2) confusion, and 3) metacognitive problem-solving strategies. Verbalized metacognition was not directly related to learning, but was related to confusion and metacognitive problem-solving strategies. Results also suggested that interviews themselves may improve learning by encouraging metacognition. We discuss implications for designing computerized environments that support self-regulated learning through metacognition.

Original languageEnglish (US)
Title of host publicationCHI 2021 - Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems
Subtitle of host publicationMaking Waves, Combining Strengths
PublisherAssociation for Computing Machinery
ISBN (Electronic)9781450380966
StatePublished - May 6 2021
Event2021 CHI Conference on Human Factors in Computing Systems: Making Waves, Combining Strengths, CHI 2021 - Virtual, Online, Japan
Duration: May 8 2021May 13 2021

Publication series

NameConference on Human Factors in Computing Systems - Proceedings


Conference2021 CHI Conference on Human Factors in Computing Systems: Making Waves, Combining Strengths, CHI 2021
CityVirtual, Online


  • Afect
  • Confusion
  • Metacognition
  • Self-regulated learning

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Computer Graphics and Computer-Aided Design
  • Software


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