Division C - Learning and Instruction / Division C - Section 2a: Cognitive and Motivational Processes

Christine B. McCormick, University of Massachusetts - Amherst

Can Sequence Mining Augment Our Understanding of Metacomprehension During Multimedia Learning? Evidence From Eye Movements - Nicholas Vincent Mudrick, North Carolina State University; Joseph Grafsgaard, North Carolina State University; Roger Azevedo, North Carolina State University

Self-Explaining to Improve Monitoring and Self-Regulation When Learning to Solve Problem-Solving Tasks - Martine Baars, Erasmus University Rotterdam; Claudia Leopold, University of Fribourg; Fred Paas, Erasmus University

Web-Delivered Training to Improve Learning and Achievement for Underrepresented and First-Generation STEM Learners - Matthew L. Bernacki, University of Nevada - Las Vegas; Lucie Vosicka, University of Nevada, Las Vegas; Jenifer Utz, University of Nevada - Las Vegas

Identifying the Underlying Processes of Generative Drawing: An Eye-Tracking Study - Johannes Hellenbrand, University Duisburg - Essen; Maria Opfermann, Institute of Education - Ruhr-Universität Bochum; Annett Schmeck (nee Schwamborn), University Duisburg - Essen; Detlev Leutner, University of Duisburg-Essen

Tracing Metacognition by Highlighting and Tagging to Predict Recall and Transfer - Philip H. Winne, Simon Fraser University; John Cale Nesbit, Simon Fraser University; Ilana Ram, Simon Fraser University; Zahia Marzouk, Simon Fraser University; Jovita Vytasek, Simon Fraser University; Donya Samadi, Simon Fraser University; Jason Stewart-Alonso, Simon Fraser University; Mladen Rakovic, Simon Fraser University; Amna Liaqat, Simon Fraser University; Michael Pin-Chuan Lin, Simon Fraser University; Azar Pakdaman Savoji, Simon Fraser University

Improving Calibration Accuracy by Providing Standards: High and Low Performers Do Not Benefit Equally - Marloes Lisanne Nederhand, Erasmus University Rotterdam; Huib Tabbers, Erasmus University; Remigius M. Rikers, University College Roosevelt