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Promoting Students' Metacognition and Self-Regulatory Efficacy through Metacognitive Scaffolding in Mobile Technology-Enhanced Interactive Classrooms: The Moderating Role of Inner Speech
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Yingying Pan; Hoisoo Kim; Yipin Huang; Gwo-Jen Hwang; Yun-Fang Tu – Education and Information Technologies, 2025
Supporting students with effective and sustainable self-regulated learning in mobile technology-enhanced learning environments has become increasingly crucial. This study investigated the effects of metacognitive scaffolding (MS) and inner speech on students' metacognition and self-regulatory efficacy in mobile technology-enhanced interactive…
Descriptors: Metacognition, Self Control, Self Efficacy, Scaffolding (Teaching Technique)
AI in Education: Evaluating the Impact of Moodle AI-Powered Chatbots and Metacognitive Teaching Approaches on Academic Performance of Higher Institution Business Education Students
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Huanhui Chen; Clinton Chidiebere Anyanwu – Education and Information Technologies, 2025
This study assesses the impact of Moodle AI-powered chatbots and metacognitive teaching approaches on the academic performance of tertiary Business education students. Using a quasi-experimental pre-test/post-test control design and Activity theory, 83 final-year Business education students were sampled from a total of 324. Data were collected…
Descriptors: Artificial Intelligence, Technology Uses in Education, Learning Management Systems, Computer Mediated Communication
Perceived Effective Online Learning Pedagogies and Middle Schoolers Online Learning: A Qualitative Study
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Eugene Kwasi Gyekye – Education and Information Technologies, 2025
This qualitative study explores middle school students' perceptions of effective online learning pedagogies. I draw on eight semi-structured interviews with two students, 12 interviews with teacher participants, ongoing, open-ended ethnographic interviews with students and teachers, student artifacts, and field notes from over 300 h of synchronous…
Descriptors: Instructional Effectiveness, Teaching Methods, Electronic Learning, Middle School Students
Effects of the Interaction between Metacognition Teaching and Students' Learning Achievement on Students' Computational Thinking, Critical Thinking, and Metacognition in Collaborative Programming Learning
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Li, Wei; Liu, Cheng-Ye; Tseng, Judy C. R. – Education and Information Technologies, 2023
Collaborative programming can develop computational thinking and knowledge of computational programming. However, the researchers pointed out that because students often fail to mobilize metacognition to regulate and control their cognitive activities in a cooperation, this results in poor learning effects. Especially low-achieving students need…
Descriptors: Correlation, Metacognition, Thinking Skills, Programming