Abstract

With the prevalence of commercially available conversational agents (CAs), little research examined the capacities and constraints of these devices to support the informal self-regulated learning of adults. The article conducted systematic analysis on the commercially available CAs (using work domain analysis and literature review), synthesized the metacognitive strategies that have been implemented in the computer-based learning environments, and examined the feasibility to implement these strategies on CAs. This study has implications on designing scalable and accessible evidence-based theory-driven educational applications to support users to learn new knowledge on their own using the off-the-shelf devices.