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ERIC Number: EJ1285658
Record Type: Journal
Publication Date: 2021
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1793-7078
EISSN: N/A
Available Date: N/A
Do Self-Created Metacognitive Prompts Promote Short- and Long-Term Effects in Computer-Based Learning Environments?
Engelmann, Katharina; Bannert, Maria; Melzner, Nadine
Research and Practice in Technology Enhanced Learning, v16 Article 3 2021
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A