Metacognition via creative writing: dynamic theories of learning support habits of the mind in 21st century classrooms

Howe, Lori; Wig, Ann Van

doi:10.1080/08893675.2017.1328830

Cited by 11 publications

(12 citation statements)

References 27 publications

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“…To summarize, SVVR can provide learners with more immersive and personalized specific experiences, which can promote their active practice and exploration (Howe & Wig, 2017). Therefore, in this study, an SVVR experience learning system was developed and applied in a writing class, with the aim of improving pupils’ descriptive paper writing performance and learning behavior engagement.…”

Section: Literature Reviewmentioning

confidence: 99%

From experiencing to expressing: A virtual reality approach to facilitating pupils’ descriptive paper writing performance and learning behavior engagement

Yang¹,

Chen²,

Zheng³

et al. 2020

Brit J Educational Tech

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Due to the lack of life experience and situational experience, it is difficult to arouse pupils’ inner motivation and interest in writing. Therefore, the early stage of Chinese writing may be a challenge for Chinese pupils. In order to solve this problem, a spherical video‐based virtual reality (SVVR) experience learning system was developed to help pupils improve their writing performance and interest. To evaluate the effectiveness of the proposed approach, an experiment was carried out in a primary school in Zhejiang province, China. First, a writing pretest was administered in two grade 4 classes. The researchers then randomly selected 40 pupils of about 10 years old with similar writing abilities, and assigned them to an experimental group, which used the SVVR learning method, and a control group, which used the traditional learning method. The researchers observed and recorded the pupils’ writing process and then, interviewed them. The results showed that there was a significant difference in the comprehensive writing performance of the two groups (F = 6.272; p = .017 < .05). The mean of the experimental group (Mean = 73.85) was higher than that of the control group (Mean = 70.00). Moreover, there were significant differences between the two groups in terms of the thematic coherence, structural integrity and linguistic expressiveness of their writing performance. However, there was no significant difference in the achievement of creative thinking. In the experimental group, different levels of learning behavior engagement could affect the structural integrity and language expression of writing achievements, and the degree of writing learning behavior engagement was highly correlated with reading time. Through the interviews, it was found that the pupils in the experimental group were more satisfied with the SVVR learning method than the control group pupils were with the traditional learning method. What is already known about this topic? Spherical video‐based virtual reality (SVVR) set a simulated environment enabling students to have in‐depth experience in learning contexts. Most SVVR studies focused on speaking and writing in middle schools and colleges, while its impacts on young children’s writing performance is generally ignored. What this paper adds? An SVVR system based on experiencing learning theory was developed to promote young students’ in‐depth experience and perception in descriptive paper writing. The proposed approach promoted students’ writing performances, writing experience and learning behavior engagement. Implications for practice and/or policy SVVR is a potential technology for implementing experiential learning activities, especially in improving thematic coherence, structural integrity and linguistic expressiveness. It is worth promoting such a low‐tech and low‐cost experiential learning approach to other courses.

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Section: Literature Reviewmentioning

confidence: 99%

From experiencing to expressing: A virtual reality approach to facilitating pupils’ descriptive paper writing performance and learning behavior engagement

Yang¹,

Chen²,

Zheng³

et al. 2020

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Research has also revealed that when students conducted effective experiential learning in the student‐centered learning context, they obtained full development and reflected on their learning (Kayes, ; Kolb, ; Lee, ; Maudsley & Strivens, ; Miettinen, ). Researchers have also shown that adopting authentic materials in experiential learning activities could promote students' learning motivation and effectiveness as well as their learning engagement and peer interaction (Howe & Wig, ; Peterson, ); for example, Ryan () found that creativity would influence writing performance. Additionally, researchers also showed that there was high correlation between writing performance and self‐efficacy (Ekholm, Zumbrunn, & Conklin, ); for instance, MacArthur, Philippakos, and Graham () discovered that students with high learning motivation and self‐efficacy had better writing literacy and quality.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning to be a writer: A spherical video‐based virtual reality approach to supporting descriptive article writing in high school Chinese courses

Huang

Hwang

Chang

2019

Brit J Educational Tech

108

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In language education, the development of writing capability is an important and challenging teaching objective. Writing performance is related not only with students’ comprehension and expression of texts, but also their experience and perceptions of the contexts. Descriptive article writing is a basic writing activity; the content includes concrete understanding and perceptions of space, time, and contexts. However, in the traditional language teaching activities, there is usually no chance for students to have in‐depth feelings about the contexts of a topic. This usually results in low learning motivation and limited expression during the writing process. Therefore, the present study attempted to adopt spherical video‐based virtual reality (SVVR) to enable students to have in‐depth experience and perceptions and to facilitate their learning effectiveness. Based on this approach, a Chinese writing SVVR learning system was developed and a quasi‐experiment was conducted to compare the effects of the proposed approach and the conventional technology‐supported learning approach in a senior high school writing class. The findings show that the proposed SVVR writing approach could improve students' writing performance in terms of content and appearance as well as their creativity tendency and writing self‐efficacy, while also reducing their cognitive load.

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“…Since the last five years, prior studies on writing, which worked on the variables of growth mindsets, self-efficacy, and metacognition, have been conducted, and such studies have been very contributive to us and provided us with adequate knowledge and data about the aforementioned three variables' roles in writing. Nonetheless, those studies seem to have addressed the three variables as single variables in respective studies (Grenner et al, 2021;Howe & Wig, 2017); they have examined the interrelationships of mere two out of the three variables (Colognesi et al, 2020;Vincent et al, 2021); or they have scrutinized the interrelatedness of respective three variables with other variables (Chakma et al, 2021;Puryantoa et al, 2021). However, to the best of our knowledge, no prior studies have been oriented towards conducting an exploratory analysis of the interplay among academic writing growth mindsets, selfefficacy, and metacognition in the context of undergraduate thesis writing as a single study.…”

Section: Introductionmentioning

confidence: 99%

Students’ Profiles in the Perspectives of Academic Writing Growth Mindsets, Self-Efficacy, and Metacognition

Djatmika¹,

Prihandoko²,

Nurkamto³

2022

INT J INSTRUCTION

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It has been a consensus that growth mindsets, self-efficacy, and metacognition have played their respective roles in academic writing. However, very few previous studies have investigated the contributions of those variables all together in single studies. Thus, the present study aimed to examine the interplay among academic writing growth mindsets, self-efficacy, and metacognition concomitantly as a single study by formulating seven hypotheses. Using partial least squares structural equation modelling (PLS-SEM), this quantitative study conveniently involved 464 undergraduate students from several majors, working with undergraduate theses. They were the students from four state universities and two private universities in Central Java and Papua, Indonesia. A valid and reliable questionnaire negotiating academic writing growth mindsets, self-efficacy, and metacognition was copied into the Google form, and the links were distributed to the respondents. Results demonstrated that, in the academic writing context, positive and significant relationships were encountered between growth mindsets and ideation selfefficacy, growth mindsets and convention self-efficacy, growth mindsets and selfregulation self-efficacy, ideation self-efficacy and convention self-efficacy, ideation self-efficacy and self-regulation self-efficacy, convention self-efficacy and self-regulation self-efficacy, and self-regulation self-efficacy and metacognition. Self-regulation self-efficacy mediated the correlation between growth mindsets and metacognition. Future's studies are expected to develop a structural model of academic writing factors by incorporating the other influential variable, e.g. critical thinking skills, because it might contribute to differences in academic writing skills.

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Metacognition via creative writing: dynamic theories of learning support habits of the mind in 21st century classrooms

Cited by 11 publications

References 27 publications

From experiencing to expressing: A virtual reality approach to facilitating pupils’ descriptive paper writing performance and learning behavior engagement

From experiencing to expressing: A virtual reality approach to facilitating pupils’ descriptive paper writing performance and learning behavior engagement

Learning to be a writer: A spherical video‐based virtual reality approach to supporting descriptive article writing in high school Chinese courses

Students’ Profiles in the Perspectives of Academic Writing Growth Mindsets, Self-Efficacy, and Metacognition

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