Roger Azevedo, Ph.D.

Director, SMART Lab


Partnership 2: 332


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.


  • Postdoctoral Fellow Carnegie Mellon University

  • Ph.D., Educational Psychology, McGill University

  • M.A., Educational Technology, Concordia University

  • B.A., Psychology, Concordia University


  • Professor, School of Modeling Simulation and Training, University of Central Florida, Orlando

  • Associate Faculty, Department of Internal Medicine, University of Central Florida, Orlando

  • Co-Cluster Lead, Learning Sciences Faculty Cluster Initiative, University of Central Florida, Orlando

  • Associate Faculty, Department of Computer Science, University of Central Florida, Orlando

  • Lead Scientist, Learning Sciences Faculty Cluster Initiative, University of Central Florida, Orlando

Courses Taught

  • IDS 6267: Understanding Humans for Modeling & Simulation

  • EME 6465-0001: Intelligent Tutoring System Design: Theory & Practice


Azevedo, R., Bouchet, F., Harley, J., Taub, M., Trevors, G., Cloude, E., Dever, D., Wiedbusch, M., Wortha, F., & Cerezo, R. (2022). Lessons learned and future directions of MetaTutor: Leveraging multichannel data to scaffold self-regulated learning with an intelligent tutoring system. Frontiers in Psychology, 13:813632. doi: 10.3389/fpsyg.2022.813632

Azevedo, R., & Dever, D.  (2022). Metacognition in multimedia learning. In R. E. Mayer & L. Fiorella (Eds.), Cambridge handbook of multimedia (3rd ed., pp. 132-141). Cambridge, MA: Cambridge University Press.

Azevedo, R., & Wiedbusch, M. (2023). Theories of metacognition and pedagogy applied in AIED systems. In du Boulay (Ed.), Handbook of Artificial Intelligence in Education (pp. 141-173). The Netherlands: Springer.

Cloude, E., Dever, D., Hahs-Vaughn, D., Emerson, A., Azevedo, R., & Lester, J. (2022). Affective dynamics and cognition during game-based learning. IEEE Transactions on Affective Computing, 13, 1705-1717.

Dever, D., Sonnenfeld, N., Wiedbusch, M., Schmorrow, S. G., Amon, M. J., Azevedo, R. (2023). A complex systems approach to analyzing pedagogical agents’ scaffolding of self‑regulated learning within an intelligent tutoring system. Metacognition & Learning.

Kovanovic, V., Azevedo, R., Gibson, D., & Ifenthaler, D. (Eds.) (2023). Unobtrusive observations of learning in digital environments: Examining behaviors, cognition, emotion, metacognition, and social processes using learning analytics. Springer.

Molenaar, I., de Mooij, S., Azevedo, R., Bannert, M., Järvelä, S., & Gasevic, D. (2023). Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel; data. Computers in Human Behavior, 139.

Wiedbusch, M., Lester, J. & Azevedo, R. A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents. Metacognition & Learning 18, 465–494 (2023).

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

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.

Research Interests:

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

Areas of Expertise:

Multimodal Data
Problem Solving
Self-Regulated Learning

Application Areas: