Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners' levels of prior knowledge in hypermedia-learning environments?
Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners' levels of prior knowledge in hypermedia-learning environments?
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认知和元认知自我调节学习策略的使用能否通过学习者在超媒体学习环境中的先验知识水平来预测？
DOI：
10.1016/j.chb.2014.07.018
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
B. Khosravifar
中科院分区：
文献类型：
--
作者：
M. Taub;R. Azevedo;François Bouchet;B. Khosravifar
超媒体学习环境中的自我调节学习（SRL）的研究是一个越来越感兴趣的领域，先验知识可以影响学生如何与这些系统进行交互。112名（N= 112）本科生的互动与MetaTutor，多代理，超媒体为基础的学习环境，进行了调查，包括先验知识如何影响他们使用的SRL策略。我们预计，高先验知识的学生将从事显着更多的认知和元认知SRL策略，从事不同序列的SRL策略，花更多的时间从事SRL过程，并访问更多的页面，相关的子目标比学生低先验知识。结果显示，在先前知识组之间，SRL策略的总体使用存在显著差异，更具体地说，在每种元认知策略的使用上存在显著差异（例如，学习的判断），但不是每一种认知策略（例如，记笔记）之间的先验知识组。结果还揭示了不同的序列使用SRL策略之间的先前的知识组，学生花了不同的时间从事SRL过程中，但是，所有的学生访问了类似数量的相关网页。这些结果有重要的影响，设计多智能体，超媒体环境，我们可以设计教学代理，适应学生的学习需求，根据他们以前的知识水平。
Research on self-regulated learning (SRL) in hypermedia-learning environments is a growing area of interest, and prior knowledge can influence how students interact with these systems. One hundred twelve (N= 112) undergraduate students’ interactions with MetaTutor, a multi-agent, hypermedia-based learning environment, were investigated, including how prior knowledge affected their use of SRL strategies. We expected that students with high prior knowledge would engage in significantly more cognitive and metacognitive SRL strategies, engage in different sequences of SRL strategies, spend more time engaging in SRL processes, and visit more pages that were relevant to their sub-goals than students with low prior knowledge. Results showed significant differences in the total use of SRL strategies between prior knowledge groups, and more specifically, revealed significant differences in the use of each metacognitive strategy (e.g., judgment of learning), but not each cognitive strategy (e.g., taking notes) between prior knowledge groups. Results also revealed different sequences of use of SRL strategies between prior knowledge groups, and that students spent different amounts of time engaging in SRL processes; however, all students visited similar numbers of relevant pages. These results have important implications on designing multi-agent, hypermedia environments; we can design pedagogical agents that adapt to students’ learning needs, based on their prior knowledge levels.
影响因子：
5.4
作者：
KINTSCH, W
通讯作者：
KINTSCH, W