Using Process Mining to examine the sustainability of instructional support: How stable are the effects of metacognitive prompting on self-regulatory behavior?
The current study investigates the sustainability of metacognitive prompting on self-regulatory behavior using a Process Mining approach. Previous studies confirmed beneficial short-term effects of metacognitive prompts on the learning process and on learning outcomes. However, the question of how s...
| Publicado en: | Computers in Human Behavior Vol. 96; pp. 259 - 273 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Elsevier B.V.
Jul2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=136201665&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 136201665 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07475632 JC4 jtl: Computers in Human Behavior issn: 07475632 maglogo: N pubinfo: dt: Jul2019 vid: 96 pid: 2410 pub: Elsevier B.V. artinfo: ui: 136201665 10.1016/j.chb.2018.06.003 ppf: 259 ppct: 14 formats: tig: atl: Using Process Mining to examine the sustainability of instructional support: How stable are the effects of metacognitive prompting on self-regulatory behavior? aug: au: Sonnenberg, Christoph Bannert, Maria affil: University of Wuerzburg, Instructional Media, Germany Technical University of Munich, Teaching and Learning with Digital Media, Germany su: Cognition Psychology of college students Internet Self-management (Psychology) Task performance Educational psychology Learning strategies Medical protocols Data mining Hypermedia Control groups sug: subj: Cognition Psychology of college students Internet Self-management (Psychology) Task performance Educational Support Services Internet Publishing and Broadcasting and Web Search Portals Wired Telecommunications Carriers Educational psychology Learning strategies Medical protocols Data mining Hypermedia Control groups keyword: Conformance Checking Long-term effects Metacognitive prompting Process analysis Process Mining Think-aloud protocols Conformance Checking Long-term effects Metacognitive prompting Process analysis Process Mining Think-aloud protocols ab: The current study investigates the sustainability of metacognitive prompting on self-regulatory behavior using a Process Mining approach. Previous studies confirmed beneficial short-term effects of metacognitive prompts on the learning process and on learning outcomes. However, the question of how stable these effects are for similar tasks in the future so far remains unanswered. Also, the use of online trace methods and the emergence of new analytical approaches allow deeper insights into the sequential structure of learning behavior. Therefore, we examined long-term effects of instructional support on sub-processes of self-regulated learning using Process Mining. Think-aloud protocols from 69 university students were measured during two hypermedia learning sessions about Educational Psychology. Metacognitive prompts supported the experimental group (n = 35) only during the first session. Based on a process model generated by using the data of the first learning task, we analysed the sustainability of effects during the second learning session. Results showed significant differences between the experimental and control group regarding the frequency of metacognitive strategies, which remain stable over time. Additionally, the application of Process Mining indicated which sequences of learning events were transferred to the second session. Our findings demonstrate the benefits of evaluating instructional support using analysis techniques that take into account the sequential structure of learning processes. While the results provide initial evidence for sustainable long-term effects on self-regulatory behavior, they have to be replicated in future research. • Investigates the sustainability of metacognitive prompting for follow-up tasks. • Microanalysis of prompting effects using think-aloud data and Process Mining. • Effects were sustainable in a future learning task without instructional support. • Process mining revealed sequences of learning activities that were transferred. • Demonstrates the benefits of evaluating instructional support on the micro level. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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