Using hidden Markov models (HMM), the current study looked at how learners' metacognitive monitoring is related to their physiological reactivity in the context of collaborative learning. The participants (N = 12, age 16–17 years, three females and nine males) in the study were high school students enrolled in an advanced physics course. The results show that during collaborative learning, the students engaged in monitoring in each self‐regulated learning phase such as task understanding, planning and goal setting, task enactment, adaptation and reflection. The results of the HMM indicated that the learners' physiological reactivity was low when monitoring occurred. The associations between the states based on the HMM provide insights not only into how learners engage in metacognitive monitoring but also about their level of physiological reactivity in each state. In conclusion, exploring aspects of metacognitive monitoring in collaborative learning can be done with the help of physiological reactions.

中文翻译：

---

在协作学习中的元认知监控过程中揭示生理状态的隐藏结构

本研究使用隐藏的马尔可夫模型（HMM），研究了在协作学习的情况下学习者的元认知监控与他们的生理反应性之间的关系。参加者（N= 12岁，年龄为16-17岁，其中三名女性和九名男性）是参加高级物理课程的高中学生。结果表明，在协作学习过程中，学生在每个自我调节的学习阶段都进行监控，例如任务理解，计划和目标设定，任务制定，适应和反思。HMM的结果表明，当进行监视时，学习者的生理反应性很低。基于HMM的州之间的关联不仅提供了关于学习者如何进行元认知监控的见解，而且还提供了关于他们在每种状态下的生理反应水平的见解。总之，可以在生理反应的帮助下探索协作学习中元认知监控的各个方面。