Abstract
AbstractUsing hidden Markov models (HMM), the current study looked at how learners' metacognitive monitoring is related to their physiological reactivity in the context of collaborative learning. The participants (N = 12, age 16–17 years, three females and nine males) in the study were high school students enrolled in an advanced physics course. The results show that during collaborative learning, the students engaged in monitoring in each self‐regulated learning phase such as task understanding, planning and goal setting, task enactment, adaptation and reflection. The results of the HMM indicated that the learners' physiological reactivity was low when monitoring occurred. The associations between the states based on the HMM provide insights not only into how learners engage in metacognitive monitoring but also about their level of physiological reactivity in each state. In conclusion, exploring aspects of metacognitive monitoring in collaborative learning can be done with the help of physiological reactions.
Highlights
This study explored students' metacognitive monitoring in collaborative learning and how such monitoring is reflected in their electrodermal activity (EDA) signals
There have been few studies that investigated how physiological arousal such as skin conductance responses (SCRs) is connected to metacognitive monitoring
The findings of this study are important because the absence or presence of physiological arousal has the potential to reveal whether and when learners engage in deliberate metacognitive monitoring during their learning process and how this deliberate monitoring takes place
Summary
The analysis investigated how individual utterances related to the monitoring of behaviour, cognition, motivation and emotions occurred as the student groups progressed in collaborative tasks. At the first stage of the analysis, all the individual student utterances focussed on monitoring the group's collaborative learning progress were identified using the videotaped learning sessions. At this point, monitoring was defined as the monitoring of one's own or one's group's cognition, behaviour, motivation or emotions (Winne & Hadwin, 1998). Whether the target of monitoring was task understanding, goal setting and planning, task enactment, motivation and emotion or adapting and reflecting This resulted in five categories representing the phases of regulated learning when monitoring took place (Table 2).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
