Chapter 9 (Scheiter et al., 2017) focuses on the support of self-regulated learning (cognitive perspective) through an adaptive multimedia environment (socialinteractive perspective). The chapter describes various studies in which information processing of learners was captured through tracking of a learner’s eye movements and through rapid, online assessments of current knowledge. Based on these assessments, the multimedia environment could then adapt to the situational needs of the learner. The system provided both directive adaptivity (automatic changes in the design of the learning environment) and assistive adaptivity (displaying instructional prompts that help to improve self-regulation skills).

Multimedia materials have become an important component of digital information environments. In general, they have been shown to foster student learning; however, many students fail to process the materials in ways that lead to deeper understanding. This can be regarded as a deficit in students´ self-regulation. That is, many students do not adequately monitor their level of understanding and do not apply cognitive processes that would contribute to better learning. Modern educational technology allows supporting learners by designing information environments that—rather than offering a one-size-fits-all support—are adapted to the degree to which students face learning problems. In particular, adaptive learning environments facilitate (continuous) self-assessment of the students´ learning processes as well as the knowledge they acquire, thereby supporting monitoring. In addition, they improve regulation of learning processes by giving instructional guidance that is adjusted to what is needed by a particular student in a specific situation. In the present contribution, we describe a multimedia learning environment that monitors the students´ learning by registering and analyzing their eye movements and their knowledge by means of rapid assessment tasks. Moreover, the learning environment offers either assistive or directive adaptivity to support them (e.g., instructional prompts, changes in the design of the learning materials). We discuss challenges regarding the design of the adaptive (multimedia) learning environment that refer to the assessment of learning deficits as well as the choice of interventions aimed at overcoming these deficits.