Using Process Mining to examine the sustainability of instructional support: How stable are the effects of metacognitive prompting on self-regulatory behavior?
Using Process Mining to examine the sustainability of instructional support: How stable are the effects of metacognitive prompting on self-regulatory behavior?
复制标题
使用过程挖掘来检查教学支持的可持续性：元认知提示对自我调节行为的影响有多稳定？
DOI：
10.1016/j.chb.2018.06.003
复制
发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Bannert
中科院分区：
文献类型：
--
作者：
Sonnenberg;Bannert
本研究采用过程挖掘的方法考察了元认知对自我调节行为的持续性影响。先前的研究证实了元认知提示对学习过程和学习结果的有益的短期影响。然而，到目前为止，这些影响对于未来类似任务的稳定性如何的问题仍然没有答案。此外，在线跟踪方法的使用和新的分析方法的出现允许更深入地了解学习行为的顺序结构。因此，我们研究了长期的影响，教学支持的子过程的自我调节学习使用过程挖掘。在两次关于教育心理学的超媒体学习过程中，测量了69名大学生的有声思维协议。元认知提示支持实验组（n= 35）仅在第一届会议。基于使用第一次学习任务的数据生成的过程模型，我们分析了第二次学习期间效果的可持续性。结果表明，实验组和控制组之间的元认知策略的频率，并保持稳定，随着时间的推移显着差异。此外，过程挖掘的应用表明哪些学习事件的序列被转移到第二次会议。我们的研究结果表明，使用分析技术，考虑到学习过程的顺序结构评估教学支持的好处。虽然这些结果为自我调节行为的可持续长期影响提供了初步证据，但它们必须在未来的研究中复制。
The current study investigates the sustainability of metacognitive prompting on self-regulatory behavior using a Process Mining approach. Previous studies confirmed beneficial short-term effects of metacognitive prompts on the learning process and on learning outcomes. However, the question of how stable these effects are for similar tasks in the future so far remains unanswered. Also, the use of online trace methods and the emergence of new analytical approaches allow deeper insights into the sequential structure of learning behavior. Therefore, we examined long-term effects of instructional support on sub-processes of self-regulated learning using Process Mining. Think-aloud protocols from 69 university students were measured during two hypermedia learning sessions about Educational Psychology. Metacognitive prompts supported the experimental group (n= 35) only during the first session. Based on a process model generated by using the data of the first learning task, we analysed the sustainability of effects during the second learning session. Results showed significant differences between the experimental and control group regarding the frequency of metacognitive strategies, which remain stable over time. Additionally, the application of Process Mining indicated which sequences of learning events were transferred to the second session. Our findings demonstrate the benefits of evaluating instructional support using analysis techniques that take into account the sequential structure of learning processes. While the results provide initial evidence for sustainable long-term effects on self-regulatory behavior, they have to be replicated in future research.
登录
查看更多内容
动机和自我调节学习的交织。
影响因子：
3.3
作者：
Philip H. Winne;A. Hadwin
通讯作者：
A. Hadwin
影响因子：
10.3
作者：
Josef Künsting;Julian Kempf;Joachim Wirth
通讯作者：
Joachim Wirth
写作学习中的专业知识逆转效应
影响因子：
2.5
作者：
M. Nückles;Sandra Hübner;Sandra Dümer;A. Renkl
通讯作者：
A. Renkl
自我效能和先验领域知识：监控在多大程度上调节它们与超媒体学习的关系？
DOI：
--
发表时间：
2009
期刊：
影响因子：
--
作者：
Daniel C. Moos;R. Azevedo
通讯作者：
R. Azevedo
影响因子：
3.3
作者：
Bannert, Maria;Reimann, Peter;Sonnenberg, Christoph
通讯作者：
Sonnenberg, Christoph