Digital Teaching Materials and Their Relationship with the Metacognitive Skills of Students in Primary Education

Abstract

Metacognition is a construct that is noteworthy for its relationship with the prediction and enhancement of student performance. It is of interest in education, as well as in the field of cognitive psychology, because it contributes to competencies, such as learning to learn and the understanding of information. This study conducted research at a state school in the Community of Madrid (Spain) with a sample of 130 students in Grade 3 of their primary education (8 years old). The research involved the use of a digital teaching platform called Smile and Learn, as the feedback included in the digital activities may have an effect on students’ metacognition. We analyzed the implementation of the intelligent platform at school and the activities most commonly engaged in. The Junior Metacognitive Awareness Inventory (Jr. MAI) was the measuring instrument chosen for the external evaluation of metacognition. The study’s results show a higher use of logic and spatial activities. A relationship is observed between the use of digital exercises that have specific feedback and work on logic and visuospatial skills with metacognitive knowledge. We discuss our findings surrounding educational implications, metacognition assessment, and recommendations for improvements of the digital materials.

The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

“…Some authors focus on positive effects on LD students’ attitude on learning, motivation and engagement, interest, active engagement, attention and on cooperative dynamics between students [ 39 , 40 , 42 , 44 ]. Other papers have described the effects of E-learning on general development and on learning path of students with LD (it equips students with LD with adequate skills to allow them to continue with further study through various pathways) [ 34 , 35 , 37 ].…”

COVID-19 and lockdown schooling: how digital learning environments influence semantic structures and sustainability knowledge

“…Hodges et al [ 31 ] describe emergency remote teaching as different from well-structured, systematic online learning. For example, communication with and feedback by teachers has been sporadic and difficult to obtain, although this is an essential part of effective online learning [ 32 ]. Recent studies on lockdown schooling confirmed that teachers as well as learners need training in handling new technologies and digital tools [ 33 , 34 ].…”

Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions

“…Moreover, with regard to sample recruitment, some authors chose samples consisting of different groups of students with other kinds of disabilities and then specified the number of students with LDs ( Richardson, 2015 , 2016 ; Shonfeld and Ronen, 2015 ; Terras et al, 2015 ; Benmarrakchi et al, 2017 ; Sharabi et al, 2016 ; Alamri and Tyler-Wood, 2017 ; Berizzi et al, 2017 ; Kent et al, 2018 ; Lipka et al, 2019 ; Ouherrou et al, 2019 ; García-González et al, 2020 ); while in other papers, the sample is made up only of students with LDs ( Chen et al, 2015 ; Straub and Vasquez, 2015 ; Vasalou et al, 2017 ; Lambert and Dryer, 2018 ). Regarding the level of schooling, about 1/2 of the studies focused on University environments ( Richardson, 2015 , 2016 ; Terras et al, 2015 ; Alamri and Tyler-Wood, 2017 ; Naumova et al, 2017 ; Kent et al, 2018 ; García-González et al, 2020 ) and the other 1/2 examined primary and secondary schools ( Chen et al, 2015 ; Straub and Vasquez, 2015 ; Benmarrakchi et al, 2017 ; Rice and Carter, 2016 ; Smith et al, 2016 ; Adam and Tatnall, 2017 ; Berizzi et al, 2017 ; Vasalou et al, 2017 ; Baharuddin and Dalle, 2019 ; Lipka et al, 2019 ; Ouherrou et al, 2019 ; Ziadat, 2019 ; Nieto-Márquez et al, 2020 ). One paper focused on the transition from school to university ( Sharabi et al, 2016 ).…”

“…These aspects are reinforced by continuous support of tutors and peers, and reflection on what has been done, the goals to be achieved, and ultimately the strategies to be adopted. Other articles described the possible role of a “universal design for learning approach” in the design of websites, web materials and e-learning platforms ( Chen et al, 2015 ; Shonfeld and Ronen, 2015 ; Alamri and Tyler-Wood, 2017 ; Kent et al, 2018 ; Nieto-Márquez et al, 2020 ) in order to create environments that can be useful also for students with LDs.…”