Using Trace Data of Secondary Students to Understand Metacognitive Processes in Writing From Multiple Sources.
Background: Integrating information from multiple sources is a common yet challenging learning task for secondary school students. Many underuse metacognitive skills, such as monitoring and control, which are essential for promoting engagement and effective learning outcomes. Objective: This study a...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 5; pp. 1 - 17 |
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| Autores principales: | , , , , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2025
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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=188234212&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188234212 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2025 vid: 41 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 188234212 188234212 188234212 10.1111/jcal.70114 188234212 ppf: 1 ppct: 16 formats: tig: atl: Using Trace Data of Secondary Students to Understand Metacognitive Processes in Writing From Multiple Sources. aug: au: Alnashiri, Halima Rakovic, Mladen Nawaz, Sadia Li, Xinyu Lamsa, Joni Lim, Lyn Bannert, Maria Jarvela, Sanna Gasevic, Dragan affil: Centre for Learning Analytics, Monash University, Melbourne Victoria,, Australia sug: subj: Cognition Education Writing Education Students, High School Psychosocial Factors Multilingualism Data Analysis Methods Learning Methods Human Funding Source Male Female Adolescence Finland Australia Germany Self-Directed Learning Educational Measurement Schools, Secondary Reading Education Educational Technology Computer-Assisted Instruction Descriptive Statistics Comparative Studies Self Report Pretest-Posttest Design Pearson's Correlation Coefficient Chi Square Test Data Analysis Software Adolescent: 13-18 years Male Female ab: Background: Integrating information from multiple sources is a common yet challenging learning task for secondary school students. Many underuse metacognitive skills, such as monitoring and control, which are essential for promoting engagement and effective learning outcomes. Objective: This study aims to examine the relationship between metacognitive processes and the quality of writing from multiple sources with diverse language backgrounds. Methods: To understand these processes, we conducted a laboratory study with 162 secondary students from diverse language backgrounds (English, German and Finnish). We collected trace data about metacognition while students were reading and writing in a digital learning platform. These data, along with the language used by students to produce their writing, were analysed to determine the association of metacognition with essay scores obtained using both automated and human evaluations. Result and Conclusion: Our findings indicate that students from different language backgrounds exhibit varying performance levels detectable by automated scoring. Secondary school students showed limited metacognitive processes in multi‐source writing; this contrasts with findings from previous studies conducted in higher education. These findings can inform the development of analytics‐based tools to support secondary students' writing through trace data and automated essay scoring, and provide evidence of the need for targeted interventions to assist and support secondary school students in improving their writing from multiple sources. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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