An Explorative Analysis of the Feasibility of Implementing Metacognitive Strategies in Self-Regulated Learning with the Conversational Agents

Abstract

With the prevalence of commercially available conversational agents (CAs), little research examined the capacities and constraints of these devices to support adults to learn new information on their own. The article conducted systematic analysis on the commercially available CAs (using work domain analysis and literature review), synthesized the metacognitive strategies that have been implemented in the computer-based learning environments, and examined the feasibility to implement these strategies on CAs to support self-regulated learning. This study has implications on designing scalable evidence-based theory-driven educational applications to support users to learn new information on their own using the off-the-shelf devices.