Towards a Cognitive Model to Support Self-Reflection Emulating Traits and Tasks in Higher-Order Schemata

Metacognitive modeling has begun to play an increasingly important role in adaptive eLearning to support learning and self-regulating processes. It is essential that students learn to regulate their learning through self-reflection by acquiring monitoring and pro-active strategies. The ETTHOS model currently estimates the metacognitive state of the learner by modeling both metacognitive awareness and a cognitive activity model. This model represents the traits and tasks that are complimentary to learning, in a way that allows for logical separation between the modeling process and the learning environment. The model, its application, and its implications for individual and collaborative reflection are presented here.