A Study On The Mechanism Of Cognitive Adjustment In Self-Regulation Ability In Hypermedia Learning Environment

Self-regulated learning refers to the process of learners participating in their learning activities in a positive and active manner in order to achieve learning objectives,complete learning tasks,self-motivate their learning motives,and flexibly use learning strategies and methods.Azevedo pointed out that it is a very important educational concept,which is very useful for the learners of the various learning activities.With the popularization of computer technology and hypermedia technology,hypermedia learning has been widely used in various education and teaching.Compared with traditional learning,hypermedia has the characteristics of non-linearity and information quality,and learners can operate and use relevant learning tools in self-learning environment.As a result,the study in the hypermedia environment emphasizes the self-control and self-monitoring ability of the learner's self-regulation ability.In the study of self-regulated learning,the individual factors and intervention studies on self-regulated learning are particularly extensive,however,there is relatively little research on cognitive nerve of self-regulating ability.Based on the self-regulated learning process model proposed by Azevedo et.al,this paper explores that how to adjust learners' learning process by using experimental research to analyze the self-regulation ability as one of learner's individual differences,and use event-related potential technology(ERP)to further explore the cognitive regulation mechanism in hypermedia learning of high self-regulation ability learners and low self-regulation ability learners.The results show that in the hypermedia learning environment,self-regulation ability significantly affect the learner's learning process in two aspects,which are monitoring and strategy.Secondly,there is a significant difference in the response of learners with different self-regulating abilities.Further study on the ability to control and monitor the self-regulation found that learners with high self-regulating ability responded more quickly and had stronger control ability.In the ERP brain experiment,the Go / No-go classical paradigm was used to find that the learners in low self-regulation ability group stimulate a stronger amplitude of EEG than that in high self-regulation ability group,which indicate that learners in low self-regulation group take up more cognitive resources than that in high self-regulation ability group when completing the same task.Learners in high self-regulation ability group activate a stronger degree in the thinking and planning stage.Furthermore,the sensitivity of learners in high self-regulation ability group is higher than that in low self-regulation ability group,and the activation of attention and short-term memory channels are better as well.In general,learners in high self-regulation ability are more flexible in responding to psychological activities such as identification,comparison,judgment,judgment,and decision-making than learners in low self-regulation ability group,and reaction to inhibition of the conversion is more rapid,which reflects the difference in the cognitive process.