Investigating the effects of SOLO taxonomy with reflective practice on university students’ meta-cognitive strategies, problem-solving, cognitive flexibility, spatial anxiety: an embedded mixed-method study on 3D game development

Durak, Hatice; Uslu, Nilüfer Atman

doi:10.1080/10494820.2022.2067187

Cited by 6 publications

(3 citation statements)

References 34 publications

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“…This study employed four physics problems of differing difficulty levels, corresponding to the uni-structural, multi-structural, relational, and extended abstract categories according to the Structure of Observed Learning Outcomes (SOLO) taxonomy (Biggs & Collis, 2014;Brabrand & Dahl, 2009;Yıldız Durak & Atman Uslu, 2023), as shown in Table 1. The problems' difficulty levels were also evaluated using expert ratings.…”

Section: Instrument and Proceduresmentioning

confidence: 99%

Recorded Video Versus Narrated Animation in Teaching Physics Problem-Solving: The Influence of Problem Difficulty Level

Wei,

Chen,

Zhong

et al. 2024

JBSE

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Numerous studies compared the effectiveness of various formats of video-based teaching, yet their focus has primarily been on relatively straightforward content, such as concepts and basic procedures. Research on the effectiveness of teaching complex content through different formats of videos remains limited. This study addresses this gap by conducting a well-controlled comparison between recorded video and narrated animation in the context of teaching physics problem-solving, a challenging content area with easily measurable difficulty levels. The study employed a controlled experimental design with a sample of 361 upper secondary school students who had been randomly assigned to seven classes within a selected secondary school by the school administrator. Data were collected using pre- and post-test assessments that measured students' problem-solving performance after video-based teaching. The results indicated that the effectiveness of recorded videos featuring the teacher's face was not significantly different from that of narrated animations that did not include the teacher's face, irrespective of the content's difficulty level. These findings provide valuable insights for educators in selecting appropriate teaching formats for teaching challenging content through video-based education. They contribute to our understanding of teaching strategies and have practical implications for educators seeking to optimise teaching approaches in similar contexts. Keywords: physics problem-solving, secondary education, teaching/learning strategies, educational video

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Section: Instrument and Proceduresmentioning

confidence: 99%

Recorded Video Versus Narrated Animation in Teaching Physics Problem-Solving: The Influence of Problem Difficulty Level

Wei,

Chen,

Zhong

et al. 2024

JBSE

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“…Previous reviews and studies have extensively discussed the themes and underlying mechanisms involved in metacognition and human performance in PE and PA. 8 , 9 Indeed, the study of metacognition has expanded to cover various topics and domains. These themes include the degree of cognitive processing, 18 , 19 meta-cognitive knowledge, 20 , 21 meta-cognitive strategies, 4 , 22 problem-solving, cognitive flexibility; 23–26 metacognitive behavior; 27 metacognitive feelings, 28 , 29 decision-making and execution of skill; 30 meta-cognitive awareness; 31 , 32 meta-cognitive Judgments; 33 and self-regulating skills. 12 , 34–37 All of these studies show that metacognition-related themes are highly correlated with technical skill performance, academic achievement, and learning performance in PE and PA.…”

Section: Introductionmentioning

confidence: 99%

Unveiling the Impact of Metacognition on Academic Achievement in Physical Education and Activity Settings: A Comprehensive Systematic Review and Meta-Analysis of Qualitative Insights

Bao,

Soh,

Mohd Nasiruddin

et al. 2024

PRBM

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Purpose The purpose of this study is to unveil the impact of metacognition on academic achievement in physical education and activity settings by conducting a comprehensive systematic literature review with a meta-analysis of qualitative findings. Patients and Methods Systematic searches identified English-language, peer-reviewed journal articles reporting the results of qualitative or mixed-methods studies of the emerging themes of metacognition on academic achievement in sports. PubMed, Web of Science, Scopus, ProQuest, and SPORTDiscus were searched from inception to June 2023. Results Data from 20 studies were included in the review. Thematic meta-analysis identified descriptive themes: 1) Metacognitive performance during the learning process in different sports disciplines; 2) Domains of metacognitive skills related to academic performance; 3) Self-regulation strategies related to academic performance; 4) Influencing factors of metacognition; 5) Metacognitive interventions on motor learning and academic performance. Generate an analytical theme based on five descriptive themes. Conclusion In-depth descriptions of the emerging themes related to metacognition and academic performance during motor learning were provided by different students and athletes. The conclusions reported in the study align with the theoretical models of metacognition. The research findings will provide strategies for physical education teachers, coaches, and trainers to enhance both physical and academic performance.

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“…In the realm of higher education, online learning environments are gaining popularity, leading researchers to examine essential aspects of this educational model. Among these factors, metacognition stands out as a critical predictor of success in online learning [10], [11]. Developing metacognitive skills has been identified as a key predictor for student persistence and achievement [12].…”

mentioning

confidence: 99%

The Effect of Socially Shared Metacognitive Supports on Group Metacognition in Online Computing Courses

2023

Proceeding Book of 4th International Conference on Engineering and Applied Natural Sciences ICEANS 2023

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This study aimed to investigate the influence of socially shared metacognitive (SSM) supports on the group metacognition levels of university students engaged in collaborative group work within online computing courses. Employing a quasi-experimental design, the research sought to compare the group metacognition levels of an experimental group receiving SSM support with a control group without such assistance. The primary objective was to shed light on the potential impact of SSM on enhancing metacognitive abilities in the context of online collaborative learning (CL). The analysis of the data revealed no significant differences in the dispersion or variability of the dependent variables between the experimental and control groups.

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Investigating the effects of SOLO taxonomy with reflective practice on university students’ meta-cognitive strategies, problem-solving, cognitive flexibility, spatial anxiety: an embedded mixed-method study on 3D game development

Cited by 6 publications

References 34 publications

Recorded Video Versus Narrated Animation in Teaching Physics Problem-Solving: The Influence of Problem Difficulty Level

Recorded Video Versus Narrated Animation in Teaching Physics Problem-Solving: The Influence of Problem Difficulty Level

Unveiling the Impact of Metacognition on Academic Achievement in Physical Education and Activity Settings: A Comprehensive Systematic Review and Meta-Analysis of Qualitative Insights

The Effect of Socially Shared Metacognitive Supports on Group Metacognition in Online Computing Courses

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