Effects of adaptive training on metacognitive knowledge monitoring ability in computer-based learning

Kautzmann, Tiago Roberto; Jaques, Patrícia Augustin

doi:10.1016/j.compedu.2018.10.017

Cited by 30 publications

(13 citation statements)

References 16 publications

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“…We also identified tools that focus on cognitive and metacognitive characteristics/behaviour ( n = 4). An example is a tool that focuses on a combination of problems solved, steps taken and abilities of monitoring metacognitive knowledge (eg, PAT2Math; Kautzmann & Jaques, 2019).…”

Section: Research Results4mentioning

confidence: 99%

An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends

Schoors

Elen

Raes

et al. 2021

Brit J Educational Tech

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Due to the increasing digitisation, interest in digital personalised learning (DPL) continues to grow. Many empirical studies on the effect of adaptive tools have used a wide variety of conceptualisations and operationalisations of DPL. This systematic review aims to address the lack of consensus by presenting an analysis of empirical studies on technology for DPL in primary and secondary education. The work is guided by the following questions: (1) What are some different conceptualisations used in DPL research? (2) What types of tools are used in the studies and how are they implemented? (3) What is the current evidence on the impact of DPL with regard to student outcomes considering the nature of the current studies? A Boolean search string was used in the databases Web of Science and ERIC, resulting in a dataset containing 6,908 papers. A screening based on specific inclusion and exclusion criteria yielded 53 papers. Our findings revealed a great diversity in DPL conceptualisations, with several authors not defining the concept and others providing information regarding different elements such as technology, personalisation, personalisation target, personalisation source, personalisation method and personalisation outcomes. In line with these differences in conceptualisation of DPL, several DPL tools were used across the studies. Concerning the impact of DPL, a positive trend was observed on learning outcomes, although methodological differences need to be considered. The review ends with guidelines for future research. What is already known There are many definitions and terms concerning DPL, resulting in a lack of consensus in conceptualisation. There is a wide variety of DPL tools with different adaptive dimensions. Many authors emphasise the benefits of DPL in educational practice including a possible impact on learning gains. What this paper adds Contribution to a thorough understanding of the conceptualisation of DPL. Insights into the diversity in DPL tools building on a framework of adaptivity by Vandewaetere and Clarebout (2014) and adds focus on tool implementation as a context element. Insight into the impact of DPL taking into account study design and outcome indicators. Implications for practice and/or policy An overview of the affordances of DPL to educational researchers, educational policy makers, and teachers is provided that can encourage them to think about its opportunities for everyday practice. Concrete suggestions for future research are discussed.

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Section: Research Results4mentioning

confidence: 99%

An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends

Schoors

Elen

Raes

et al. 2021

Brit J Educational Tech

View full text Add to dashboard Cite

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“…Research conducted by [30] shows that students who received metacognitive instruction in computer-based learning showed a more significant increase in their metacognitive knowledge abilities. The research found [31] that computer-based integrated training can increase student creativity.…”

Section: Technology In Mathematics Learning and Teachingmentioning

confidence: 99%

Development of Android-Based Mathematics Learning Game on the Topic of Congruence and Similarity

Qohar

Susiswo

Nasution

et al. 2021

Int. J. Interact. Mob. Technol.

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<p>In general, students' math skills in Indonesia are low. An effort must be made to get students to enjoy learning mathematics so that their mathematical abilities improve. The rapid development of smartphone technology provides an opportunity for use in mathematics learning. This study aims to develop an Android-based mathematics learning game for junior high school students on the topic of congruence and similarity. The research method used in this study is the Plomp development method with three stages: preliminary research, the prototyping stage, and the assessment phase. The subjects of this study were 56 seventh-grade students from the State Junior High School (SMPN 1) Wagir Malang. Six students participated in small group trials and 50 students participated in field trials. The results showed that the Android-based learning game on the topic of congruence and similarity had been successfully developed. The game media have been validated by experts with a score of 3.36, which shows that the media created are valid. The practicality tests in the small group trial resulted in a score of 3.50, while the field trial resulted in a score of 3.51. The effectiveness tests carried out in the small group trial resulted in a score of 3.36, while the field trial results had a score of 3.38. These results indicate that the learning games developed are practical and effective for use in mathematics learning.</p>

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“…To enable learners to efficiently use the available help, they need to possess sufficient knowledge about how to use it (Stone, 2000), and it should be provided regularly during the learning tasks (Zimmerman, 1990) so that learners can practice with it (Winne, 1997). Activating learner's deeper critical thinking mechanisms, reflective judgment and regulation of motivation with appropriate help formats is expected to increase their awareness of why and when they really need help, and to improve their on‐task engagement and learning performance (Kautzmann & Jaques, 2019; Labuhn, Zimmerman, & Hasselhorn, 2010; Long & Aleven, 2017; Roll et al, 2006; Tsai, Lin, Hong, & Tai, 2018; Wolters, 1998). Engaging learners in metacognitive processes is not a straightforward task, unless learners are explicitly encouraged to do so through specialized instructional activities (Daley et al, 2016; Gama, 2004; Lin, 2001).…”

Section: The Impact Of On‐demand Metacognitive Help On Effortful Behamentioning

confidence: 99%

The impact of on‐demand metacognitive help on effortful behaviour: A longitudinal study using task‐related visual analytics

Papamitsiou

Economides

2020

Computer Assisted Learning

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This longitudinal study investigates the differences in learners' effortful behaviour over time due to receiving metacognitive help-in the form of on-demand taskrelated visual analytics. Specifically, learners' interactions (N = 67) with the tasks were tracked during four self-assessment activities, conducted at four discrete points in time, over a period of 8 weeks. The considered and coded time points were: (a) prior to providing the metacognitive help; (b) while the task-related visual analytics were available (treatment); (c) after the removal of the treatment; and (d) while the option to receive metacognitive help was available again. To measure learners' effortful behaviour across the self-assessment activities, this study utilized learners' responsetimes to correctly/wrongly complete the tasks and on-task effort expenditure. The panel data analysis shown that the usage of metacognitive help caused statistically significant changes in learners' effortful behaviour, mostly in the third and fourth phase. Statistically significant changes were detected also in the usage of metacognitive help. These results provide empirical evidence on the benefits of taskrelated visual analytics to support learners' on-task engagement, and suggest relevant cues on how metacognitive help could be designed and prompted by focusing on the "task", instead of the "self".

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Effects of adaptive training on metacognitive knowledge monitoring ability in computer-based learning

Cited by 30 publications

References 16 publications

An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends

An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends

Development of Android-Based Mathematics Learning Game on the Topic of Congruence and Similarity

The impact of on‐demand metacognitive help on effortful behaviour: A longitudinal study using task‐related visual analytics

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