Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?
Abstract Students must engage in self-regulated learning in computer-based learning environments; however, many students experience difficulties in doing so. Therefore, this study aims to investigate self-created metacognitive prompts as a means of supporting students in their learning process and i...
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SpringerOpen
2021-02-01
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| Series: | Research and Practice in Technology Enhanced Learning |
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| Online Access: | https://doi.org/10.1186/s41039-021-00148-w |
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doaj-71bd37f11a8a45ef9ae53f7304cd6bb72021-02-14T12:20:02ZengSpringerOpenResearch and Practice in Technology Enhanced Learning1793-70782021-02-0116112110.1186/s41039-021-00148-wDo self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?Katharina Engelmann0Maria Bannert1Nadine Melzner2Chair for Teaching and Learning with Digital Media, TUM School of Education, Technical University of MunichChair for Teaching and Learning with Digital Media, TUM School of Education, Technical University of MunichChair for Teaching and Learning with Digital Media, TUM School of Education, Technical University of MunichAbstract Students must engage in self-regulated learning in computer-based learning environments; however, many students experience difficulties in doing so. Therefore, this study aims to investigate self-created metacognitive prompts as a means of supporting students in their learning process and improving their learning performance. We conducted an experimental study with a between-subject design. The participants learned with self-created metacognitive prompts (n = 28) or without prompts (n = 29) in a hypermedia learning environment for 40 min while thinking aloud. In a second learning session (stability test), all participants learned about a different topic without prompts. The results showed no clear effect of the self-created metacognitive prompts on the learning process and performance. A deeper analysis revealed that students’ prompt utilization had a significant effect on performance in the second learning session. This study contributes to the research investigating how students can be supported in ways that enhance their learning process and performance.https://doi.org/10.1186/s41039-021-00148-wSelf-created promptsMetacognitive promptsSelf-regulated learningKnowledge acquisitionLong-term effects |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Katharina Engelmann Maria Bannert Nadine Melzner |
| spellingShingle |
Katharina Engelmann Maria Bannert Nadine Melzner Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments? Research and Practice in Technology Enhanced Learning Self-created prompts Metacognitive prompts Self-regulated learning Knowledge acquisition Long-term effects |
| author_facet |
Katharina Engelmann Maria Bannert Nadine Melzner |
| author_sort |
Katharina Engelmann |
| title |
Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments? |
| title_short |
Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments? |
| title_full |
Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments? |
| title_fullStr |
Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments? |
| title_full_unstemmed |
Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments? |
| title_sort |
do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments? |
| publisher |
SpringerOpen |
| series |
Research and Practice in Technology Enhanced Learning |
| issn |
1793-7078 |
| publishDate |
2021-02-01 |
| description |
Abstract Students must engage in self-regulated learning in computer-based learning environments; however, many students experience difficulties in doing so. Therefore, this study aims to investigate self-created metacognitive prompts as a means of supporting students in their learning process and improving their learning performance. We conducted an experimental study with a between-subject design. The participants learned with self-created metacognitive prompts (n = 28) or without prompts (n = 29) in a hypermedia learning environment for 40 min while thinking aloud. In a second learning session (stability test), all participants learned about a different topic without prompts. The results showed no clear effect of the self-created metacognitive prompts on the learning process and performance. A deeper analysis revealed that students’ prompt utilization had a significant effect on performance in the second learning session. This study contributes to the research investigating how students can be supported in ways that enhance their learning process and performance. |
| topic |
Self-created prompts Metacognitive prompts Self-regulated learning Knowledge acquisition Long-term effects |
| url |
https://doi.org/10.1186/s41039-021-00148-w |
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