Using Metacognitive Prompts to Enhance Self-Regulated Learning and Learning Outcomes: A Meta-Analysis of Experimental Studies in Computer-Based Learning Environments

Autor/in	Guo, Lin
Titel	Using Metacognitive Prompts to Enhance Self-Regulated Learning and Learning Outcomes: A Meta-Analysis of Experimental Studies in Computer-Based Learning Environments
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 3, S.811-832 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guo, Lin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12650
Schlagwörter	Metacognition; Independent Study; Learning Processes; Outcomes of Education; Educational Technology; Technology Uses in Education; Instructional Design + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbststudium; Learning process; Lernprozess; Lernleistung; Schulerfolg; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Background: It has been assumed that prompting students to plan, monitor and evaluate their learning process could stimulate strategy use and thereby improve learning outcomes. Objectives: This study aimed to examine the effects of metacognitive prompts on students' self-regulated learning (SRL) and learning outcomes in the context of computer-based learning environments (CBLEs). Methods: To achieve this, the current study took a meta-analytic approach to critically evaluate evidence for the effectiveness of metacognitive prompts and identify potential moderators of the effects. Results and conclusions: With random-effects models, the results showed that metacognitive prompts significantly enhanced SRL activities (g = 0.50, 95% confidence interval [0.37, 0.63]) and learning outcomes (g = 0.40, 95% confidence interval [0.31, 0.49]) relative to the control conditions. Furthermore, moderator analyses revealed that the effects varied as a function of three prompts features: feedback, specificity and adaptability. Implications: Developing task-specific, individual-adaptive prompts and feedback should be a design principle in CBLEs, such that the prompt effect could be retained, sustainably enhanced and transferred to novel situations. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01