Computer-Based Scaffoldings Influence Students' Metacognitive Monitoring and Problem-Solving Efficiency in an Intelligent Tutoring System

Autor/inn/en	Wang, Tingting; Zheng, Juan; Tan, Chengyi; Lajoie, Susanne P.
Titel	Computer-Based Scaffoldings Influence Students' Metacognitive Monitoring and Problem-Solving Efficiency in an Intelligent Tutoring System
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 5, S.1652-1665 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Tingting) ORCID (Zheng, Juan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12824
Schlagwörter	Metacognition; Scaffolding (Teaching Technique); Computer Assisted Instruction; Intelligent Tutoring Systems; Medical Students; Problem Solving; Learning Strategies; Medical Education; Student Attitudes; Self Efficacy; Decision Making; Clinical Diagnosis; Prediction; Accuracy; Instructional Design + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Computer based training; Computerunterstützter Unterricht; Intelligentes Tutorsystem; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Medizinische Ausbildung; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Decision-making; Entscheidungsfindung; Vorhersage; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Background: Computer-based scaffolding has been intensively used to facilitate students' self-regulated learning (SRL). However, most previous studies investigated how computer-based scaffoldings affected the cognitive aspect of SRL, such as knowledge gains and understanding levels. In contrast, more evidence is needed to examine the effects of scaffolding on the metacognitive dimension and efficiency outcome of SRL. Objectives: This study aims to examine the role of computer-based scaffolding in students' metacognitive monitoring and problem-solving efficiency. Methods: Seventy-two medical students completed two clinical reasoning tasks in BioWorld, an intelligent tutoring system (ITS) designed for promoting medical students' diagnostic expertise. During solving the tasks, students were asked to report their confidence judgements about proposed diagnoses. Computer trace data were used to identify task completion time (CT) and students' use of three scaffolding types, that is, conceptual, strategic, and metacognitive. Then we calculated students' metacognitive monitoring accuracy (i.e., calibration) and problem-solving efficiency. Results and Conclusions: One-sample t-test demonstrated that students inaccurately monitored their learning processes and were overconfident in both tasks. Linear mixed-effects models (LMMs) indicated that the intensive use of metacognitive scaffolding positively predicted students' metacognitive monitoring accuracy. Moreover, strategic scaffolding was negatively related to problem-solving efficiency, whereas metacognitive scaffolding positively influenced problem-solving efficiency. Takeaways: This study shows the importance of metacognitive scaffolding in improving the accuracy of metacognitive monitoring and problem-solving efficiency. Findings from this study provide new insights for instructors and ITS developers to optimise the design of scaffoldings. (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