Revealing the hidden structure of physiological states during metacognitive monitoring in collaborative learning

Using hidden Markov models (HMM), the current study looked at how learners' metacognitive monitoring is related to their physiological reactivity in context of collaborative learning. The participants (N = 12, age 16–17 years, three females and nine males) were high school students enrolled an advanced physics course. results show that during learning, engaged each self-regulated learning phase such as task understanding, planning goal setting, enactment, adaptation reflection. HMM indicated was low when occurred. associations between states based on provide insights not only into learners engage but also about level state. In conclusion, exploring aspects can be done with help reactions.