Investigating the Role of Goal Orientation: Metacognitive and Cognitive Strategy Use and Learning with Intelligent Tutoring Systems
Investigating the Role of Goal Orientation: Metacognitive and Cognitive Strategy Use and Learning with Intelligent Tutoring Systems
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研究目标导向的作用：元认知和认知策略的使用以及智能辅导系统的学习
DOI：
10.1007/978-3-319-91464-0_5
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
R. Azevedo
中科院分区：
文献类型：
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作者：
Elizabeth B. Cloude;M. Taub;R. Azevedo
认知、情感、元认知和动机（CAMM）过程是自我调节学习（SRL）的重要组成部分，对学习和问题解决至关重要。目前，ITS的目的是促进认知，情感和元认知（CAM）的策略和过程，提出了主要的差距，因为动机是SRL的一个关键组成部分，并影响其余的CAM过程的研究。本研究以190名大学生为被试，通过与基于超媒体的智能教学系统MetaTutor的交互，探讨了成就目标定向对大学生的比例学习增益（PLG）与子目标设置、认知策略使用和元认知加工的影响。结果表明，接近，回避，和学生谁采取了接近和回避目标取向之间的差异，但没有差异掌握，性能和学生谁采取了掌握和性能目标取向PLG的内容相关的子目标1。相反，没有发现目标取向组之间的差异PLG的子目标2，揭示了可能的变化，目标取向后，子目标1。分析表明，目标取向群体之间在元认知过程和认知策略使用方面没有差异。因此，我们建议远离自我报告的数据，未来的研究旨在将多通道数据的任务持续时间作为学生与ITS互动，以衡量动机及其实时波动的趋势。使用多个数据通道来测量动机的影响，可以有助于适应ITS设计的基础上，所有CAMM过程。
Cognitive, affective, metacognitive, and motivational (CAMM) processes are critical components of self-regulated learning (SRL) essential for learning and problem solving. Currently, ITSs are designed to foster cognitive, affective, and metacognitive (CAM) strategies and processes, presenting major gaps in the research since motivation is a key component of SRL and influences the remaining CAM processes. In our study, students interacted with MetaTutor, a hypermedia-based ITS, to investigate how 190 undergraduate students’ proportional learning gain (PLG) related to sub-goals set, cognitive strategy use and metacognitive processes differed based on self-reported achievement goal orientation. Results indicated differences between approach, avoidance, and students who adopted both approach and avoidance goal orientations, but no differences between mastery, performance and students who adopted both mastery and performance goal orientations on PLG for content related to sub-goal 1. Conversely, no differences were found between goal orientation groups on PLG for sub-goal 2, revealing possible changes in goal orientation following sub-goal 1. Analyses indicated no differences between goal orientation groups on metacognitive processes and cognitive strategy use. Thus, we suggest turning away from self-report data, where future studies aim to incorporate multi-channel data over durations of tasks as students interact with ITSs to measure motivation and its tendency to fluctuate in real-time. Implications for using multiple data channels to measure motivation could contribute to adaptive ITS design based on all CAMM processes.