Improving metacognition through self-explication in a digital self-regulated learning tool

Abstract

Digital support during self-regulated learning can improve metacognitive knowledge and skills in learners. Previous research has predominantly focused on embedding metacognitive support in domain-specific content. In this study, we examine a detached approach where digital metacognitive support is offered in parallel to ongoing domain-specific training via a digital tool. The primary support mechanism was self-explication, where learners are prompted to make, otherwise implicit, metacognition concrete.In a controlled pre-test/post-test quasi-experiment, we compared domain-specific and domain-general support and assessed the effects, use, and learners' perceptions of the tool. The results showed that self-explication is an effective mechanism to support and improve metacognition during self-regulated learning. Furthermore, the results confirm the effectiveness of offering detached metacognitive support. While only domain-specific metacognitive support was found to be effective, quantitative and qualitative analysis warrant further research into domain-general and detached metacognitive support.The results also indicated that, while students with higher metacognition found a lack of relevance of using the tool, students with lower metacognition are less likely to make (structural) use of the available support. A key challenge for future research is thus to adapt metacognitive support to learner needs, and to provide metacognitive support to those who would benefit from it the most. The paper concludes by formulating implications for future research as well as design of digital metacognitive support.

Development and Standardization of Gurukula Kangri Metacognition Awareness Scale in Higher Education Students

“…Several respondents(1,5,7,7,8,9,10,11,12,13) commented similar as they said while giving their agreement to item 13 th . They said that the item stands strong to assess continuity work behavior therefore good for the domain.…”

“…It shows consistent learning behavior when it will be kept next to students. Majority of respondents (1,2,5,6,7,8,9,12,13) agreed. Thus, the item is retained.…”

“…All these cognitive processes or skills involve self-knowledge, the foundational competence of metacognition. It has been also found that metacognition is associated with self-regulation (Braad et al, 2022;Krieger et al, 2022) which play key role in improving cognition. In psychology during last few decades, self-concept became the prevalent topic and so the spirituality to build cognition for improving academic and life learning.…”

“…All respondents agreed with the item and said t for the domain. *Some students(1,8,10,12) responded frequently, some students(2,5, 6,7,11,13) always, three students(3,4,9) responded depends upon the contents. To solve homework, one needs to organize his/her thought so that work gets done within given time, ve respondents (4,7,8,9,13) commented.…”

“…(Item is retained) Three respondents(3,7,9,10) augmented that listening is very necessary for generalizing the concepts and thus the item is good t for the domain. *Other students(2,4,8,12,13) said that others' intellectual input is a potential helping factor to draw assumptions on subject matters. Thus, it should be included in the domain.…”