This article is based on doctoral research in progress whose main objective is to measure the effect of the integration of metacognitive dimension in the design of mediated activities through interactive learning environments (ILE) on the quality of learning. In the development of an ILE prototype device that will serve our experimental research, we conducted a theoretical analysis with the aim of defining the pedagogical functions must ensure that our ILE so it can provide scaffolding for metacognitive learners. A literature review has allowed us to define the structure of an activity of self-regulated learning and the ways in which metacognitive scaffolding can be integrated into an activity supported by an ILE. Thus, through this work we propose the model of self-regulated learning activity integrating scaffolding metacognitive.
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