Roger Azevedo

Professor and Director, Laboratory for the Study of Metacognition and Advanced Learning Technologies

Co-Cluster Lead & Lead Scientist, Faculty Cluster Initiative in the Learning Sciences

Dr. Azevedo is a Professor in the School of Modeling Simulation and Training at the University of Central Florida. He is also an affiliated faculty in the Departments of Computer Science and Internal Medicine at the University of Central Florida and the lead scientist for the Learning Sciences Faculty Cluster Initiative. He received his PhD in Educational Psychology from McGill University and completed his postdoctoral training in Cognitive Psychology at Carnegie Mellon University. His main research area includes examining the role of cognitive, metacognitive, affective, and motivational self-regulatory processes during learning with advanced learning technologies (e.g., intelligent tutoring systems, hypermedia, multimedia, simulations, serious games, immersive virtual learning environments). More specifically, his overarching research goal is to understand the complex interactions between humans and intelligent learning systems by using interdisciplinary methods to measure cognitive, metacognitive, emotional, motivational, and social processes and their impact on learning, performance, and transfer. To accomplish this goal, he conducts laboratory, classroom, and in-situ (e.g., medical simulator) studies and collects multi-channel data to develop models of human-computer interaction; examines the nature of temporally unfolding self- and other-regulatory processes (e.g., human-human and human-artificial agents); and designs intelligent learning and training systems to detect, track, model, and foster learners, teachers, and trainers’ self-regulatory processes. He has published over 300 peer-reviewed papers, chapters, and refereed conference proceedings in the areas of educational, learning, cognitive, educational, and computational sciences. He was the former editor of the Metacognition and Learning journal and serves on the editorial board of several top-tiered learning and cognitive sciences journals (e.g., Applied Cognitive Psychology, International Journal of AI in Education, Educational Psychology Review, European Journal of Psychological Assessment). His research is funded by the National Science Foundation (NSF), Institute of Education Sciences (IES), National Institutes of Health (NIH), and the Social Sciences and the Humanities Research Council of Canada (SSHRC), Natural and Sciences and Engineering Council of Canada (NSERC), Canada Research Chairs (CRC), Canadian Foundation for Innovation (CFI), European Association for Research on Learning and Instruction (EARLI) and the Jacobs Foundation. He is a fellow of the American Psychological Association and the recipient of the prestigious Early Faculty Career Award from the National Science Foundation.


Education

Ph.D. Educational Psychology McGill University

Postdoctoral Fellow Carnegie Mellon University


Areas of Expertise

Cognition, Metacognition, Self-Regulated Learning, Multimodal Process Data, Learning, Performance, Problem Solving, Expertise, Advanced Learning and Training Technologies


Research Interests

Metacognition and Self-Regulated Learning, Multimodal Process Data in Human-Machine Interactions, Advanced Learning and Training Technologies, Human-Machine AI Collaboration, Intelligent Environments for Education and Training Across Contexts


Recent Honors and Awards

2021

   

UCF Researchers in Top 2% of Their Field (see journal PLOS Biology)

2018

   

Barry J. Zimmerman Award for Outstanding Contributions to the fields of Studying and Self-Regulated Learning Research, from the American Educational Research Association’s (AERA) Studying and Self-Regulated Learning (SSRL) Special Interest Group (SIG)

2017

   

Outstanding International Research Collaboration Award sponsored by the Technology, Instruction, Cognition, and Learning SIG of the American Educational Research Association (AERA)

2017

   

Best Short Paper Award, 7th International Conference on Learning Analytics & Knowledge (LAK 2017), Vancouver, Canada


Recent Publications

Azevedo, R., & Gasevic, D. (2019). Analyzing multimodal multichannel data about self-regulated learning with advanced learning technologies: Issues and challenges. Computers in Human Behavior, 96, 207-210.

Azevedo R. (2020). Reflections on the field of metacognition: issues, challenges, and opportunities. Metacognition & Learning,15, 91-98.

Azevedo, R., & Dever, D. (in press). Metacognition in multimedia learning. In R. E. Mayer & L. Fiorella (Eds.), Cambridge handbook of multimedia (3nd ed.). Cambridge, MA: Cambridge University Press.

Cloude, E. B., Carpenter, D., Dever, D. A., Lester, J., & Azevedo, R. (in press). Game-based learning analytics for supporting adolescents’ reflection. Journal of Learning Analytics.

Winne, P.H., & Azevedo, R. (in press). Metacognition. In K. Sawyer (Ed.), Cambridge Handbook of the learning sciences (3nd ed.). Cambridge, MA: Cambridge University Press.

Taub, M., Azevedo, R., Rajendran, R., Cloude, E., Biswas, G., & Price, M. (2021). How are students’ emotions related to the accuracy of cognitive and metacognitive processes during learning with an intelligent tutoring system? Learning and Instruction, 72 https://doi.org/10.1016/j.learninstruc.2019.04.001

Wiedbusch, M., Azevedo, R., Chi, M., Kite, V., Park, S., Taub, M., & Yang, X. (2021). Intelligent teacher dashboards that support students’ self-regulated learning, engagement, and teachers’ decision making. Frontiers in Education, 6 doi: https://doi.org/10.3389/feduc.2021.570229

Dever, D. A., Azevedo, R., Cloude, E. B., & Wiedbusch, M. (2020). The impact of autonomy and types of informational text presentations in game-based environments on learning: Converging multi-channel processes data and learning outcomes. International Journal of Artificial Intelligence in Education, 30, 581-615.

Dever, D. A., Wiedbusch, M., Cloude, E. B., Lester, J., & Azevedo, R. (in press). Scientific text comprehension during game-based learning: The impact of prior knowledge and emotions. Discourse Processes.


Current Funded Projects

Principal Investigator, STEM Teachers’ Capacity to Teach Self-Regulated Learning: Effectiveness of Extended Reality—European Association for Research on Learning and Instruction. Co-PIs Sanna Järvelä (University of Oulu), Tova Michalsky (Bar-Ilan University), Engin Ader (Bogazici University), and Alexander Gröschner (Friedrich Schiller University of Jena). $25,000 Euros.

Principal Investigator, Symbiosis: The Center for Augmented Intelligent Human-Machine Symbiosis for Solving Societal Grand Challenges—University of Central Florida. Co-PIs Damla Turgut, Peter Hancock, Mubarak Shah, and Joseph LaViola. $40,000.


Co-Principal Investigator, The Science of Learning and Augmented Intelligence in Consumer Decision Making!—University of Central Florida. PI is David Luna (University of Central Florida). $15,000.

Co-Principal Investigator, Retraining Built Environment Retrofitting Problem Solving Skills with Augmented Reality—National Science Foundation. PI Joseph Kider (University of Central Florida) and co-PIs Joseph LaViola and Lori Walters (University of Central Florida). $749,998.

Co-Principal Investigator, The Role of Self-Regulatory processes in medical Students’ Diagnostic Accuracy and Performance with eCResME—University of Central Florida, Faculty of Medicine, Department of Internal Medicine. PI Caridad Hernandez and Co-PIs Analia Castiglioni, Jeffrey LaRochelle, and Anya Andrews (University of Central Florida). $19,985.

Co-Principal Investigator, Supporting Student Planning with Open Learner Models in Middle Grades Science—National Science Foundation. PI James Lester (NCSU). $1,499,183.

Co-Principal Investigator, Diagnostic Inventories of Cognition in Education—Institute of Education Sciences. PI Laine Bradshaw (University of Georgia) and Co-PI Holylynne Lee (NCSU), Jessica Masters and Lisa Famularo (Research Matters) $1,399,999.

Principal Investigator, Using Real-Time Multichannel Self-Regulated Learning Data to Enhance Student Learning and Teachers’ Decision-Making with MetaDash—National Science Foundation. Co-PIs Min Chi and Soonhye Park (North Carolina State University). $1,499,792.

Co-Principal Investigator, REFLECT: Improving Science Problem Solving with Adaptive Game-Based Reflection Tools—National Science Foundation. PI James Lester (North Carolina State University). $1,499,498.

Current Vita: Click Here