In this paper we discuss the detection of cognitive strategies used in a reading comprehension task. By mining the results of student interaction data we have been able to determine various cognitive strategies employed by the students that are positive for learning and others that are negative. Some of these strategies are associated with the Bloom level of the student’s task. This could be useful to learning environments in directly supporting students’ learning metacognitive skills.
The final publication is available at Springer via https://doi.org/10.1007/978-3-642-30950-2_78.