Using metacognitive prompts to enhance self‐regulated learning and learning outcomes: A meta‐analysis of experimental studies in computer‐based learning environments.
Background: It has been assumed that prompting students to plan, monitor and evaluate their learning process could stimulate strategy use and thereby improve learning outcomes. Objectives: This study aimed to examine the effects of metacognitive prompts on students' self‐regulated learning (SRL) and...
| Publicado en: | Journal of Computer Assisted Learning Vol. 38; no. 3; pp. 811 - 833 |
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| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2022
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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=ccm&AN=156451515&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 156451515 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2022 vid: 38 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 156451515 155119443 156451515 156451515 10.1111/jcal.12650 156451515 ppf: 811 ppct: 22 formats: tig: atl: Using metacognitive prompts to enhance self‐regulated learning and learning outcomes: A meta‐analysis of experimental studies in computer‐based learning environments. aug: sug: subj: Cognition Self-Directed Learning Computer-Assisted Instruction User-Computer Interface Learning Environment Learning Methods Outcomes of Education Human Systematic Review Meta Analysis Descriptive Statistics Data Analysis Software Confidence Intervals Psycinfo ab: Background: It has been assumed that prompting students to plan, monitor and evaluate their learning process could stimulate strategy use and thereby improve learning outcomes. Objectives: This study aimed to examine the effects of metacognitive prompts on students' self‐regulated learning (SRL) and learning outcomes in the context of computer‐based learning environments (CBLEs). Methods: To achieve this, the current study took a meta‐analytic approach to critically evaluate evidence for the effectiveness of metacognitive prompts and identify potential moderators of the effects. Results and conclusions: With random‐effects models, the results showed that metacognitive prompts significantly enhanced SRL activities (g = 0.50, 95% confidence interval [0.37, 0.63]) and learning outcomes (g = 0.40, 95% confidence interval [0.31, 0.49]) relative to the control conditions. Furthermore, moderator analyses revealed that the effects varied as a function of three prompts features: feedback, specificity and adaptability. Implications: Developing task‐specific, individual‐adaptive prompts and feedback should be a design principle in CBLEs, such that the prompt effect could be retained, sustainably enhanced and transferred to novel situations. Lay Description: What is already known about this topic: Prompts have positive effects on students' self‐regulated learning (SRL) activities in the context of computer‐based learning environments (CBLEs).Prompts have positive effects on students' learning outcomes. What this paper adds: Feedback significantly moderated the effects of metacognitive prompts on both SRL activities and learning outcomes.Adaptability was a significant moderator of SRL activities.Specificity was a significant moderator of learning outcomes. Implications for practice: Metacognitive prompts should be embedded in CBLEs to support SRL activities and knowledge gains.Designing task‐specific, individual‐adaptive prompts and feedback should be a design principle in CBLEs. pubtype: Academic Journal doctype: meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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