Acquisition of false certainty: Learners increase their confidence in the correctness of incorrect answers after online information search.
Background: Explorative online information search activities are self‐regulated learning processes that require monitoring in the form of accurate metacognitive judgments about one's own knowledge. People have to judge what they know, but also understand what they do not know. Previous research has...
| Publicado en: | Journal of Computer Assisted Learning Vol. 38; no. 3; pp. 833 - 845 |
|---|---|
| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2022
|
| 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=156451520&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 156451520 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: 156451520 155617198 156451520 156451520 10.1111/jcal.12657 156451520 ppf: 833 ppct: 12 formats: tig: atl: Acquisition of false certainty: Learners increase their confidence in the correctness of incorrect answers after online information search. aug: au: von Hoyer, Johannes F. Kimmerle, Joachim Holtz, Peter affil: Leibniz‐Institut für Wissensmedien IWM (Knowledge Media Research Center), Tübingen, Germany sug: subj: Uncertainty Confidence Evaluation Skill Acquisition Information Seeking Behavior Access to Information Knowledge Evaluation Human Cognition Web Search Engines Utilization Internet Pretest-Posttest Design Success Learning Random Sample Descriptive Statistics Young Adult Adult Female Confidence Intervals Adult: 19-44 years Female ab: Background: Explorative online information search activities are self‐regulated learning processes that require monitoring in the form of accurate metacognitive judgments about one's own knowledge. People have to judge what they know, but also understand what they do not know. Previous research has explored those two aspects in relation to each other mostly by employing measures of metacognitive calibration and points toward a potential detrimental effect of using the internet to answer knowledge test items. Objectives: This research aimed to disentangle those two aspects of knowledge and to describe a false certainty effect (FaCE), indicating an increase in confidence in the correctness of incorrect responses in a knowledge test after online information search. We also aimed to further explore the conditions under which this effect occurs. Methods: In two studies participants' knowledge and on‐item confidence ratings were measured before and after a short online information search activity. In Study 1, we analyzed data of two samples with and without knowledge gain. In Study 2, we manipulated the familiarity of knowledge test items and whether there was an information search activity. Results: Study 1 showed that false certainty occurred even when a search activity did not lead to any learning success. This FaCE, however, was stronger when there was actual knowledge gain. In Study 2, we found that the effect was caused by the information search activity itself and not by the pre‐post methodology of identical knowledge‐test items. Implications: Our results demonstrate the emergence of increased confidence in the correctness of incorrect responses in knowledge tests after online information search activities. Educators and researchers should be aware of this undesired false certainty effect of computer‐assisted learning on individuals' knowledge monitoring. Lay Description: What is already known about this topic: Online information search in order to learn about a knowledge topic is a frequent activity in everyday life and different educational contexts.Individuals engaging in online search need to regulate their learning behaviour, which can be challenging.Monitoring what is known and (not yet) known is an important aspect of those regulatory processes. What this paper adds: Online information search activities with or without knowledge gain result in increased certainty in one's knowledge.Such activities also increase false certainty in what is not known as measured by confidence in the correctness of false answers to knowledge test items.This increase in false certainty can be observed for different knowledge topics and varying information search contexts. Implications for practice and/or policy: Our results highlight the need for educators to think about efforts to reduce the false certainty effect in online information search. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|