Daniel C. Moos, PhD

Department of Education
Gustavus Adolphus College
(957) 933-7448
Email

Research Overview

My research uses both product (e.g., declarative and conceptual learning gains with computer-based learning environments) and process (e.g., think-aloud protocols) data to examine a number of questions regarding how students process information with computer-based learning environments (CBLEs). Sample questions guiding this research include:  

  • Which self-regulated learning (SRL) processes do individuals use when learning about science topics with hypermedia?
  • What are the developmental differences in SRL processes?
  • What types of scaffolds facilitate the use of specific SRL processes?

Research Agenda

Recently, I conducted a series of studies focusing on students’ motivation and self-regulated learning. Specifically, this recent research examined:

  • The relationship between students’ goal orientation and their use of cognitive and metacognitive processes;
  • The fluctuation of students’ interest, cognitive, and metacognitive processes while they learn about science-related topics with hypermedia;
  • The relationship between students’ self-efficacy, prior domain knowledge, and their learning with hypermedia.

Future Goals

My primary goal is to continue an active research agenda and to use the self-regulated learning theory to examine how individuals process challenging science-related topics with open-ended learning environments, such as hypermedia. In order to meet these goals, my future research will:

  • Use think-aloud protocols to measure the use of cognitive and metacognitive processes during learning;
  • Extend the think-aloud protocol to measure academic motivation during learning;
  • Examine various types of scaffolds that facilitate the use of cognitive and metacognitive processes during learning.