Measuring (meta)cognitive processes in multimedia learning: Matching eye tracking metrics and think‐aloud protocols in case of seductive details.
Background: Both learning and problem solving are major goals of complex problem solving in engineering education. The order of knowledge construction and problem solving in learning through problem solving, however, has not been explained in current literature. Objectives: To understand their relat...
| Published in: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 2985 - 3005 |
|---|---|
| Main Authors: | , , , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Dec2024
|
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180899682&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180899682 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2024 vid: 40 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 180899682 178851072 180899682 180899682 10.1111/jcal.13051 180899682 ppf: 2985 ppct: 20 formats: tig: atl: Measuring (meta)cognitive processes in multimedia learning: Matching eye tracking metrics and think‐aloud protocols in case of seductive details. aug: au: Stark, Lisa Korbach, Andreas Brünken, Roland Park, Babette affil: Department of Education, Saarland University, Saarbrücken, Germany sug: subj: Cognition Learning Methods Multimedia Eye Movement Measurements Thinking Methods Protocols Human Educational Technology Mediation Analysis Sensitivity and Specificity Students, College Data Analysis Software Outcomes (Health Care) Students Adult Male Female Adult: 19-44 years Male Female ab: Background: Both learning and problem solving are major goals of complex problem solving in engineering education. The order of knowledge construction and problem solving in learning through problem solving, however, has not been explained in current literature. Objectives: To understand their relationships, this study compared the effects of different goal type orders on collaborative simulation‐based inquiry in engineering problem solving. Methods: In the study, 24 engineering undergraduate students worked in pairs to solve a wind tunnel problem using a computer simulation application. Process mining and epistemic network analysis were used to model the inquiry process and identify inquiry patterns based on the log data and discussion discourse. Results and Conclusions: The results showed the goal type of first assigned subtask influenced the inquiry strategies of medium‐performance learners most. In addition, the goal type of first assigned subtask had influence on learners' inquiry process. The learners assigned with a problem‐solving goal subtask first (Problem solving goal‐Learning goal condition) had more simulation trials and centered their inquiry discourse around clarification while the learners assigned with a learning goal subtask first (Learning goal‐Problem solving goal condition) connected reflection with other inquiry phases more often. The findings of this study suggested assigning a learning goal subtask first in simulated‐based complex engineering problem solving could be used as an idea‐centered scaffolding, especially for medium‐performance learners. However, low‐performance learners would experience a "situate knowledge paradox" and needs extra guidance. It is important to monitor the knowledge construction process in complex problem solving, even when seeking a solution is the major task. Lay Description: What is currently known about this topic?: Eye movements have been used in learning research for analysing learning processes.It is assumed that eye tracking metrics correspond with specific (meta)cognitive processes during learning.However, the specificity of which metric corresponds which (meta)cognitive process is not evidence‐based.The seductive details effect is known to alter (meta)cognitive processes during learning, so it can be exploited to create validity hints for process measures. What does this paper add?: A multimethod approach is introduced combining eye tracking and think‐aloud protocols.Correlations and serial mediation analyses provide insights on relations and interrelation of different process measures.The sensitivity of applied process measures is confirmed by exploiting the seductive details effect.Despite some inconsistent findings, conclusions for necessary future validation research and multimethod process analyses are provided. Implications for practice/or policy: The study provides mainly implications for research practice as more systematic research is needed for validating process measures.The study points at necessary innovative ways for validating eye tracking metrics.Focusing on (meta)cognitive processes in multimedia learning provides fruitful insights on how learners deal with learning instruction.For practitioners, the study underlined how seductive details (i.e., appealing but irrelevant information) can impair learning processes. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|