1. Astleitner, H., & Leutner, D. (2000). Designing instructional technology from an emotional perspective. Journal of Research on Computing in Education, 32, 497–510.
2. Azevedo, R. (2008). The role of self-regulated learning about science with hypermedia. In D. Robinson & G. Schraw (Eds.), Recent innovations in educational technology that facilitate student learning (pp. 127–156). Charlotte, NC: Information Age Publishing.
3. Azevedo, R. (2009). Theoretical, methodological, and analytical challenges in the research on metacognition and self-regulation: A commentary. Metacognition & Learning, 4, 87–95.
4. Azevedo, R., Johnson, A., Burkett, C., Chauncey, A., Lintean, M., & Rus, V. (2010). The role of prompting and feedback in facilitating students’ learning about science with MetaTutor. Proceedings of the Twenty-fourth AAAI Conference on Artificial Intelligence, Arlington, VA.
5. Azevedo, R., Johnson, A., Chauncey, A., & Burkett, C. (2010). Self-regulated learning with MetaTutor: Advancing the science of learning with MetaCognitive tools. In M. Khine & I. Saleh (Eds.), New science of learning: Computers, cognition, and collaboration in education (pp. 225–247). Amsterdam: Springer.