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Effects of self-created metacognitive prompts on learning process and learning performance

自创元认知提示对学习过程和学习绩效的影响

基本信息

批准号：
197782705
负责人：
Professorin Dr. Maria Bannert
金额：
--
依托单位：
Susanne Klatten-Stiftungslehrstuhl für Lehren und Lernen mit Digitalen Medien
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2011
资助国家：
德国
起止时间：
2010-12-31 至 2016-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/197782705?language=en
关键词：
Effects self created metacognitive prompts

项目摘要

Research in the field of self-regulated learning in computer-based learning environments often reveals that students do not learn in a strategic and goal-oriented manner. Therefore, research has investigated interventions that shall foster strategic learning processes and as a result of that enhance the learning outcome. One promising kind of intervention that has been tested in numerous experimental studies are prompts given throughout the learning process. Prompts are resented to the students, e.g. in a pop-up window, require the learners to reflect on their own learning process or even ask for the execution of a (metacognitive) learning strategy. Despite of the positive effects of prompts the studies do also show that many students do not comply with the prompts in an appropriate manner. Asking them about the prompts reveals that they feel restricted in their autonomy by the prompts. In this project we want to foster the experience of autonomy and thus improve the compliance with the prompts using a new kind of prompting, that is, students shall create their own metacognitive prompts. We want to investigate if such self-created metacognitive prompts have positive effects on the learning process and the learning outcome. We expect that self-created metacognitive prompts are more effective than conventional metacognitive prompts. To test these assumption two experimental studies are planned using self-created metacognitive prompts. The experiments will not only help to optimize the prompting technique but will also extend theoretical models about promoting student's metacognition in computer-based learning environments.

在基于计算机的学习环境中的自我调节学习领域的研究往往表明，学生没有以战略和目标为导向的方式学习。因此，研究调查了促进战略学习过程并因此提高学习成果的干预措施。一种有希望的干预措施已经在许多实验研究中得到了检验，那就是在整个学习过程中给予提示。提示是向学生发出的，例如，在弹出窗口中，要求学习者反思自己的学习过程，甚至要求执行（元认知）学习策略。尽管提示有积极的效果，但研究也表明，许多学生没有以适当的方式遵守提示。询问他们关于提示的问题表明，他们感到自己的自主性受到了提示的限制。在这个项目中，我们希望培养自主的经验，从而提高与使用一种新的提示，即学生应该创建自己的元认知提示提示的遵守。我们想调查这种自创的元认知提示是否对学习过程和学习结果有积极影响。我们期望，自我创建的元认知提示比传统的元认知提示更有效。为了验证这些假设，两个实验研究计划使用自我创建的元认知提示。实验结果不仅有助于优化激励技术，而且有助于扩展计算机学习环境下促进学生元认知的理论模型。