Using Prompts to Scaffold Metacognition in Case-Based Problem Solving within the Domain of Attribution Theory

Abstract

Case-based problem solving is a core approach to foster knowledge acquisition, especially during the learning process by which novices become more and more expert within a domain. This study investigated whether metacognitive scaffolding leads to better learning outcomes compared to learning without such support in a case-based learning environment. In addition, we examined the interaction between prior domain knowledge and prior metacognitive abilities and skills. Within a one-factorial design, we explored the role of metacognitive prompting during the learning phase. A pre-and post-test were applied assessing knowledge acquisition, metacognitive skills, and cognitive load. Results indicate no main effects for prompting, and no interaction effect between prior knowledge and prompting. Metacognitive prompting enables learners that already possess metacognitive abilities to activate these during problem-solving and, thus, score higher in the knowledge post-test than learners with low metacognitive abilities and no metacognitive prompting.

Effects of Cognitive and Metacognitive Prompts on Learning Performance in Digital Learning Environments

“…The metacognitive prompts group also showed an increase in learning outcomes, though group comparisons did not show any significant differences. Zumbach et al [10] showed similar findings concerning group differences between prompted and non-prompted groups. In sum, H1a and H1b cannot be supported; metacognitive prompting did not lead to significantly better learning outcomes than learning with cognitive prompts or no prompts.…”

“…For instance, prompts are used to script learners' behavior during the learning process. According to Zumbach et al [10], scaffolding students' behavior by using prompts is an effective strategy to foster learning. Consequently, different types of prompts, their use, and their influence on cognitive and metacognitive factors are discussed.…”

“…Scaffolds can help learners to regulate their learning behavior by directing their attention toward effective learning behavior [73], so we expected prompts to have positive effects on motivation (Hypothesis 3) and cognitive load (Hypothesis 4). Finally, based on findings by Zumbach et al [10], we also assumed that using prompts is more effective for learners with more metacognitive strategy knowledge than for learners with less metacognitive knowledge (Hypothesis 5). All hypotheses correspond to previous research in this field [76,80,83].…”

“…Based on cognitive and metacognitive learning strategies, cognitive and metacognitive prompts can be used to improve learning, especially when it comes to online learning scenarios [9]. Moreover, cognitive and metacognitive prompts facilitate learning and promote problem-solving strategies [10]. Cognitive prompts are prompts that guide learners to use specific cognitive strategies, such as asking questions or making connections between ideas.…”

Supports for developing online learners’ self‐direction

“…In addition, instructional strategies that direct learners to consistently apply their learning to their experiences, by way of case studies and reflective assignments also build and evolve SDL skills (Brown, 2019; Canning, 2010). Educators can easily harness technology to provide focused scaffolding that is crucial for online learners’ self‐monitoring, self‐evaluation, and self‐reflection (Zumbach et al., 2020). Content specific links to instructional videos and short quizzes provide prompts at predetermined points in the curriculum.…”