Solicited versus Unsolicited Metacognitive Prompts for Fostering Mathematical Problem Solving Using Multimedia

Autor/inn/en	Kramarski, Bracha; Friedman, Sheli
Titel	Solicited versus Unsolicited Metacognitive Prompts for Fostering Mathematical Problem Solving Using Multimedia
Quelle	In: Journal of Educational Computing Research, 50 (2014) 3, S.285-314 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.2190/EC.50.3.a
Schlagwörter	Metacognition; Prompting; Problem Solving; Mathematics Instruction; Comprehension; Cognitive Processes; Grade 8; Teamwork; Educational Technology; Control Groups; Experimental Groups; Comparative Analysis; Mixed Methods Research; Teaching Methods; Difficulty Level; Multimedia Instruction; Questionnaires; Junior High School Students; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Benutzerführung; Problemlösen; Mathematics lessons; Mathematikunterricht; Verstehen; Verständnis; Cognitive process; Kognitiver Prozess; School year 08; 8. Schuljahr; Schuljahr 08; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Schwierigkeitsgrad; Multimediales Lernen; Fragebogen; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Ausland
Abstract	The study examined how student control over metacognitive prompts in a multimedia environment affects students' ability to solve mathematical problems in immediate comprehension tasks using a multimedia program and a delayed-transfer test. It also examined the effect on metacognitive discourse, mental effort, and engagement with multimedia-based tasks. Participants were 90 8th-grade students, randomly assigned to three groups working in pairs: (a) "solicited prompts" group, with free access to multimedia-based metacognitive prompts; (b) "unsolicited prompts" group, consistently and regularly exposed to on-screen metacognitive prompts; and (c) a control group with no multimedia metacognitive prompts. Mixed method analysis showed that of the three groups the unsolicited prompts group had the highest effects in the immediate comprehension tasks (d = 1.23; 1.92 respectively for the solicited prompts group and the control group) and the delayed-transfer problem solving test (d = 0.55; 0.93, respectively). The level of this group's metacognitive discourse was higher, particularly in the planning phase. Group members displayed less cognitive load on the complex tasks and were more engaged in the multimedia activities. In contrast, the solicited prompts group felt they were under a heavier cognitive load than the other two groups. Finding implications and future directions for study are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01