Do Self-Created Metacognitive Prompts Promote Short- and Long-Term Effects in Computer-Based Learning Environments?

Autor/inn/en	Engelmann, Katharina; Bannert, Maria; Melzner, Nadine
Titel	Do Self-Created Metacognitive Prompts Promote Short- and Long-Term Effects in Computer-Based Learning Environments?
Quelle	In: Research and Practice in Technology Enhanced Learning, 16 (2021), Artikel 3 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Engelmann, Katharina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1793-7078
DOI	10.1186/s41039-021-00148-w
Schlagwörter	Metacognition; Cues; Learning Processes; Educational Technology; Protocol Analysis; Technology Uses in Education; Program Effectiveness + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Stichwort; Learning process; Lernprozess; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Students must engage in self-regulated learning in computer-based learning environments; however, many students experience difficulties in doing so. Therefore, this study aims to investigate self-created metacognitive prompts as a means of supporting students in their learning process and improving their learning performance. We conducted an experimental study with a between-subject design. The participants learned with self-created metacognitive prompts (n = 28) or without prompts (n = 29) in a hypermedia learning environment for 40 min while thinking aloud. In a second learning session (stability test), all participants learned about a different topic without prompts. The results showed no clear effect of the self-created metacognitive prompts on the learning process and performance. A deeper analysis revealed that students' prompt utilization had a significant effect on performance in the second learning session. This study contributes to the research investigating how students can be supported in ways that enhance their learning process and performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01