Metacognitive regulation contributes to digital text comprehension in E-learning

This study examined the contribution of self-reported metacognitive regulation of reading to expository digital text comprehension in an e-learning environment, completed at home, instead of a class or lab. Two hundred and nineteen college students read and answered questions about two low previous knowledge hypertexts, and reported metacognitive activities during the comprehension tasks with a metacognitive inventory referred to the tasks just...