The evolution of metacognitive strategy use in an open-ended learning environment: Do prior domain knowledge and motivation play a role?

• Published in: Contemporary educational psychology Vol. 69; p. 102064
• Main Authors: Zhang, Yingbin, Paquette, Luc, Bosch, Nigel, Ocumpaugh, Jaclyn, Biswas, Gautam, Hutt, Stephen, Baker, Ryan S.
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.04.2022
• Subjects: Metacognitive strategy; Prior domain knowledge; Self-efficacy; Self-regulated learning; Task value; Self-regulated learning; Metacognitive strategy; Prior domain knowledge; Task value; Self-efficacy
• ISSN: 0361-476X; 1090-2384
• DOI: 10.1016/j.cedpsych.2022.102064

•During sixth graders’ learning in a computer-based learning environment, metacognitive strategy behavior increased from the first day to the second day but remained stable from the second to the fourth day.•The increase in metacognitive strategy behavior varied across students.•Task value and prior domain knowledge partially explained the variation of the increase in metacognitive strategy behavior.•Task value and prior domain knowledge positively predicted metacognitive strategy behavior.•Self-efficacy had no effect on metacognitive strategy behavior. There is a growing interest in viewing self-regulated learning as events unfolding over time, especially when students perform learning tasks in computer-based environments. Metacognitive activities are critical events in self-regulated learning. This study investigated the evolution of metacognitive strategy use in an open-ended computer-based learning environment, Betty's Brain. The data were from 93 sixth graders who used Betty's Brain to learn about climate change for four days. We extracted indicators of metacognitive strategy use from action logs. A knowledge test and self-report questionnaire were administrated before students started using Betty's Brain to assess prior domain knowledge and motivation, respectively. Results showed that metacognitive strategy use increased from the first to the second day and remained stable from the second to the fourth day of the study. The evolution of these behaviors varied across students. Task value and prior domain knowledge partially explained the individual differences in this evolution. Task value and prior domain knowledge also predicted the use of metacognitive strategies. Self-efficacy did not influence metacognitive strategy use. These results suggest the need for further investigation into the role of motivation and prior domain knowledge in the temporal evolution of metacognitive events.