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 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.

Problem-based learning with metacognitive prompts for enhancing argumentation and critical thinking of secondary school students

“…This study shows that metacognitive prompts can help secondary school students participate in the argumentation process more effectively. The results support previous research showing that metacognitive prompts significantly affected the learning process and performance (Engelmann et al, 2021), and metacognitive prompting increased problem-solving performance (Hoffman & Spatariu, 2008). In a PBL environment, metacognition, which is implemented as a series of consciously controlled strategies that are well defined and carefully planned, can help students better define problems, search for more relevant information, and construct a more coherent argument.…”

Using metacognitive prompts to enhance self‐regulated learning and learning outcomes: A meta‐analysis of experimental studies in computer‐based learning environments

“…There has been discussion about whether the prompt effect could be maintained such that students are able to apply skills developed due to engagement in metacognition to a new context (e.g., Bannert et al, 2015; Moreno et al, 2001). One promising avenue for future research could involve examining performance on transfer and retention tasks, which would give us a clear picture of the long‐term effects of prompts (e.g., Engelmann et al, 2021; Pieger & Bannert, 2018; van Alten et al, 2020). Arguably, the transfer of skills to novel contexts requires not only skill but also will (Perkins & Salomon, 2012).…”

Supporting the Self-Regulated Learning of Primary School Students With a Performance-Based Assessment Platform for Programming Education

“…Various forms of computer-based scaffolding have been proposed, such as prompts, feedback, and integrated support systems. The use of prompts is an instructional strategy that encourages students to carry out specific self-regulation activities while performing a task (Bannert, 2009; Engelmann et al, 2021). Feedback is a method of promoting reflection based on a learner’s current learning status (Biesinger & Crippen, 2010; Wäschle et al, 2014).…”