교수를 통한 학습(learning-by-teaching)이 메타인지적 판단에 미치는 영향

Abstract

The present study investigated the effect of learning-by-teaching on learners' metacognitive judgments and examined how beneficial effects of teaching changed depending on whether or not retrieval practice was evoked during teaching. Undergraduate students studied science passages through two learning phases. In the first phase participants read the passage and in the second phase they either restudied them (control), created a video lecture with their notes (teaching without retrieval practice; TnRP), or taught without any materials (teaching with retrieval practice; TRP). Following each phase, they made metacognitive judgments regarding their comprehension of the passages, and then took a final test, which included retention and inference questions. The results showed that, despite the non-significant difference in the final test performance, there were significant differences in the judgments of learning (JOLs) across the three conditions. After the second learning phase, JOLs increased in the control group, remained unchanged in the TnRP group, and decreased in the TRP group, compared to their initial JOLs. As a result, the TRP group showed significantly lower levels of metacognitive bias and higher metacomprehension accuracy compared to the other groups. Our findings suggest that learning-by-teaching can mitigate overconfidence in learners and enhance metacomprehension accuracy, particularly when teaching is accompanied by retrieval practice.