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

Maria Bannert,Katharina Engelmann,Nadine Melzner

doi:10.1186/s41039-021-00148-w

Abstract

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.

Highlights

Self-regulated learning (SRL) is important for successful learning in computer-based learning environments (CBLEs; Sambe, Bouchet, & Labat, 2017), and it is considered to be a crucial skill in lifelong learning (Anthonysamy, Koo, & Hew, 2020)
We hypothesized that selfcreated prompts would increase the frequency and time the students devote to relevant pages and decrease the linearity in which the hypermedia learning environment is navigated compared with learning without prompts
We investigated the effects of self-created prompts on students’ shortterm learning performances and students’ learning processes, i.e., how students navigate CBLEs and utilize the self-created metacognitive prompts and how sustainable the possible effects are in a second learning session without prompts

Summary

Introduction

Self-regulated learning (SRL) is important for successful learning in computer-based learning environments (CBLEs; Sambe, Bouchet, & Labat, 2017), and it is considered to be a crucial skill in lifelong learning (Anthonysamy, Koo, & Hew, 2020). Many students experience difficulties in adequately self-regulating their learning, in complex CBLEs and across multiple settings (e.g., Azevedo, Moos, Johnson, & Chauncey, 2010; Azevedo, Taub, & Mudrick, 2018; Daumiller & Dresel, 2018; Jansen, van Leeuwen, Janssen, Conijn, & Kester, 2020; Pieger & Bannert, 2018). These difficulties are associated with suboptimal learning outcomes (e.g., Azevedo & Cromley, 2004; Bannert, Sonnenberg, Mengelkamp, & Pieger, 2015; Kizilcec, Pérez-Sanagustín, & Maldonado, 2017; Lai & Hwang, 2016).

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