Short- and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance

Bannert, Maria; Sonnenberg, Christoph; Mengelkamp, Christoph; Pieger, Elisabeth

doi:10.1016/j.chb.2015.05.038

Cited by 140 publications

(130 citation statements)

References 59 publications

(111 reference statements)

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“…A longer intervention might allow the further development of regulation skills, and allows monitoring the longterm influence of students' regulation skills on the development of complex competences. This is in line with research showing larger impact of metacognitive effects in follow-up learning sessions than earlier measured short-term effects (Bannert et al 2015).…”

Section: Discussionsupporting

confidence: 78%

Fostering self-regulation in training complex cognitive tasks

Meeuwen

Brand‐Gruwel

Kirschner

et al. 2017

Education Tech Research Dev

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In complex cognitive domains such as air traffic control, professionals must be able to adapt to and act upon continuing changes in a highly advanced technological work environment. To function optimally in such an environment, the controllers must be able to regulate their learning. Although these regulation skills should be part of their training, this is not usually the case. This study evaluates a training program that integrates air traffic control skills with regulation skills. The participants were 29 air traffic control students who followed either the original training program (n = 12) or a new program (n = 17) in which the development of regulation skills was embedded in the training of domain specific skills. Compared to students in the original program, the students in the new program showed increased self-efficacy in the use of self-regulated learning skills with improved performance in domain specific competences. The implications of these findings are discussed with regard to the daily training practice of complex cognitive skills.

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Section: Discussionsupporting

confidence: 78%

Fostering self-regulation in training complex cognitive tasks

Meeuwen

Brand‐Gruwel

Kirschner

et al. 2017

Education Tech Research Dev

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show abstract

“…The present study extends a previous contribution (Bannert et al, 2015) that investigates the effects of metacognitive prompting on navigation behaviour and learning outcome referring to the same participants, but to different research questions and to mostly different data.…”

Section: Methodssupporting

confidence: 65%

“…Regarding measurements of learning outcome, only transfer performance (i.e., a post-test score) differed significantly between the experimental and control groups (M EG = 20.61, SD EG = 3.97; M KG = 18.79, SD KG = 4.30; t(69) = 1.85, p = .035, d = 0.45; for more details on learning outcomes, see Bannert et al, 2015). Furthermore, both the number of metacognitive events and its sub-category Monitoring significantly correlate with transfer performance (Metacognitive events: r = .22, p = .033; Monitoring: r = .32, p = .003).…”

Section: Mediation Analysismentioning

confidence: 99%

“…Our most recent work (Bannert, Sonnenberg, Mengelkamp, & Pieger, 2015) investigates the effects of a new type of metacognitive prompt (so-called self-directed metacognitive prompts) on navigation behaviour and learning outcomes. In summary, the findings show that such prompts enhance strategic navigation behaviour (i.e., students visited relevant webpages significantly more often and spent more time on them) and transfer performance (i.e., students performed better at applying knowledge of basic concepts to solve prototypical problems compared with a control group).…”

Section: Metacognitive Support Through Promptsmentioning

confidence: 99%

See 1 more Smart Citation

Discovering the Effects of Metacognitive Prompts on the Sequential Structure of SRL-Processes Using Process Mining Techniques

Sonnenberg

Bannert

2015

Learning Analytics

Self Cite

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According to research examining self-regulated learning (SRL), we regard individual regulation as a specific sequence of regulatory activities. Ideally, students perform various learning activities, such as analyzing, monitoring, and evaluating cognitive and motivational aspects during learning. Metacognitive prompts can foster SRL by inducing regulatory activities, which, in turn, improve the learning outcome. However, the specific effects of metacognitive support on the dynamic characteristics of SRL are not understood. Therefore, the aim of our study was to analyze the effects of metacognitive prompts on learning processes and outcomes during a computer-based learning task. Participants of the experimental group (EG, n=35) were supported by metacognitive prompts, whereas participants of the control group (CG, n=35) received no support. Data regarding learning processes were obtained by concurrent think-aloud protocols. The EG exhibited significantly more metacognitive learning events than did the CG. Furthermore, these regulatory activities correspond positively with learning outcomes. Process mining techniques were used to analyze sequential patterns. Our findings indicate differences in the process models of the EG and CG and demonstrate the added value of taking the order of learning activities into account by discovering regulatory patterns.

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“…For example, Tanner (2012), Wirth and Perkins (2008), Kuiper and Pesult (2003), and Bannert, Sonnenberg, Mengelkamp, and Pieger (2015) all propose several means by which staff can incorporate metacognition, many of which seem directly applicable to supporting learning transfer (e.g., mindfulness activities, active consideration of multiple application contexts, concept mapping, peer discussion, reflective processing, teacher modeling of metacognitive practice and specific metacognitive question prompts, and assessment of prior knowledge via pre-module quizzes). Thus, SoTL efforts in metacognition could focus on providing guidance for staff who desire to promote learning transfer in their courses.…”

Section: Guiding Question 3: Deterrents To Transfermentioning

confidence: 99%