Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?

• Published in: Research and practice in technology enhanced learning Vol. 16; no. 1; pp. 1 - 21
• Main Authors: Engelmann, Katharina, Bannert, Maria, Melzner, Nadine
• Format: Journal Article
• Language: English
• Published: Singapore Springer Singapore 10.02.2021; Springer; Asia-Pacific Society for Computers in Education (APSCE); The Asia-Pacific Society for Computers in Education (APSCE)
• Subjects: CAI; Computer assisted instruction; Cues; Education; Educational Technology; Hypermedia; Knowledge acquisition; Learning; Learning and Instruction; Learning Processes; Long-term effects; Metacognition; Metacognitive prompts; Program Effectiveness; Protocol Analysis; Self-created prompts; Self-regulated learning; Stability tests; Students; Technology Uses in Education; Self-regulated learning; Metacognitive prompts; Knowledge acquisition; Self-created prompts; Long-term effects
• ISSN: 1793-7078; 1793-2068; 1793-7078
• DOI: 10.1186/s41039-021-00148-w

Students must engage in self-regulated learning in computer-based learning environments; however, many students experience difficulties in doing so. Therefore, this study aims to investigate self-created metacognitive prompts as a means of supporting students in their learning process and improving their learning performance. We conducted an experimental study with a between-subject design. The participants learned with self-created metacognitive prompts ( n = 28) or without prompts ( n = 29) in a hypermedia learning environment for 40 min while thinking aloud. In a second learning session (stability test), all participants learned about a different topic without prompts. The results showed no clear effect of the self-created metacognitive prompts on the learning process and performance. A deeper analysis revealed that students’ prompt utilization had a significant effect on performance in the second learning session. This study contributes to the research investigating how students can be supported in ways that enhance their learning process and performance.