AMeta-Cognitive Skill Development System for Navigational Learning in Hyperspace

本研究的主要目标是设计和评估用于开发元认知技能的软件技术，以监测和控制超空间导航学习过程。为了实现这一目标，我们开发了以下功能，使学习者能够自己发展元认知技能：(1)典型元认知过程的说明；(2)元认知过程的自我评估；(3)可褪色的脚手架。2006年，我们开发了一种认知工具，使学习者能够监视和控制他们自己使用网络资源的导航学习过程。利用认知工具从同伴的导航学习历史中挖掘和说明典型的元认知过程，帮助同伴回顾学习者的导航学习，帮助学习者将自己的导航学习历史与同伴的导航学习历史进行自我评价，并根据学习者的元认知技能淡化说明和自我评价机制。2007年，我们将2006年开发的机制结合起来，构建了元认知技能发展系统。然后，我们用理工科研究生和本科生对该系统进行了评估。结果表明，该系统有助于培养控制超空间导航学习过程的元认知技能。我们还根据研究结果，完善了制度所包含的机制。除了上述工作成果，我们还尝试将开发的机制应用于研究中的表达技巧。因此，我们设计了一个系统，允许新手研究人员发展他们的演讲技巧。

The main goal of this work was to design and evaluate software technologies for developing meta-cognitive skill in monitoring and controlling navigational learning process in hyperspace. In order to achieve this goal, we developed the following functions that enabled learners to develop their meta-cognitive skill by themselves : (1) illustration of typical meta-cognitive process, (2) self-assessment of meta-cognitive process, and (3) fadable scaffolding.In 2006, we developed a cognitive tool that enabled learners to monitor and control their own navigational learning process with Web resources. We then developed the following mechanisms that mined and illustrated typical meta-cognitive process from peers' navigational learning histories with the cognitive tool, that helped peers review the learners' navigational learning, that helped the learners contrast their navigational learning histories with the peers' ones to self-assess, and that faded the illustration and self-assessment mechanisms according to the learners' meta-cognitive skill.In 2007, we combined the mechanisms developed in 2006 to build up the system for meta-cognitive skill development. We then evaluated the system with graduate and undergraduate students in science and technology. The results of the evaluation suggested that the system could contribute to developing meta-cognitive skill in controlling navigational learning process in hyperspace. We also refined the mechanisms included in the system according to the results.In addition to the above outcome of this work, we also tried to apply the mechanisms developed to presentation skill in research. We consequently designed a system that allowed novice researchers to develop their presentation skill.