Short- and long-term effects of students' self-directed metacognitive prompts on navigation behavior and learning performance
Short- and long-term effects of students' self-directed metacognitive prompts on navigation behavior and learning performance
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DOI：
10.1016/j.chb.2015.05.038
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发表时间：
2015-11-01
影响因子：
9.9
通讯作者：
Pieger, Elisabeth
中科院分区：
文献类型：
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作者：
Bannert, Maria;Sonnenberg, Christoph;Pieger, Elisabeth
本研究旨在利用学生的自我导向元认知提示，促进学习在计算机为基础的学习环境。这样的提示是基于指导学生设计自己的元认知支架，并在之后学习的想法。在一个前后实验设计中，实验组（n = 35）的学生被指示在学习前配置自己的元认知提示，而控制组（n = 35）的学生在没有提示的情况下学习。导航行为的日志文件分析表明，学生学习与他们的个人设计，自我导向的提示访问相关的网页显着更频繁，花了更长的时间在他们与控制组的学生相比。此外，实验组的参与者在学习后立即获得了更好的迁移表现。在没有任何指导支持的情况下，三周后进行的后续学习课程对迁移表现的长期影响甚至更大。这些结果与元认知理论和自我调节学习理论相一致，表明自我导向提示可以产生持续的效果。(C)2015爱思唯尔有限公司版权所有。
This study seeks to promote learning in computer-based learning environments utilizing students' self-directed metacognitive prompts. Such prompts are based on the idea of instructing students to design their own metacognitive scaffolds and learn with them afterward. In a pre-post experimental design, students in the experimental group (n = 35) were instructed to configure their own metacognitive prompts before learning whereas students in the control group (n = 35) learned without prompts. Log file analysis of navigation behavior indicates that students who learned with their individually designed, self-directed prompts visited relevant webpages significantly more often and spent a longer time on them compared with students in the control group. Moreover, participants in the experimental group attained better transfer performance immediately after learning. The long-term effect in transfer performance was even greater in a follow-up learning session conducted after three weeks without any instructional support in either group. These results are consistent with theories of metacognition and self-regulated learning and indicate that self-directed prompts can lead to sustainable effects. (C) 2015 Elsevier Ltd. All rights reserved.