scholarly journals Can Strategic Behaviour Facilitate Confusion Resolution? The Interplay Between Confusion and Metacognitive Strategies in Betty’s Brain

2021 ◽  
pp. 1-17
Author(s):  
Yingbin Zhang ◽  
Luc Paquette ◽  
Ryan S. Baker ◽  
Jaclyn Ocumpaugh ◽  
Nigel Bosch ◽  
...  
Keyword(s):  
Task Performance ◽  
Sixth Graders ◽  
Metacognitive Strategies ◽  
Learning Gains ◽  
School Students ◽  
Causal Maps ◽  
Computer Based Learning ◽  
Strategic Behaviour ◽  
Computer Based ◽  
Modelling Environment

Confusion may benefit learning when it is resolved or partially resolved. Metacognitive strategies (MS) may help learners to resolve confusion when it occurs during learning and problem solving. This study examined the relationship between confusion and MS that students evoked in Betty’s Brain, a computer-based learning-by-modelling environment where elementary and middle school students learn science by building causal maps. Participants were sixth graders. Emotion data were collected from real-time observations by trained researchers. MS and task performance information were determined by analyzing the action logs. Pre- and post-tests were used to assess learning gains. The results revealed that the use of MS was a function of the state of student confusion. However, confusion resolution was not related to MS behaviour, and MS did not moderate the effect of confusion on student task performance in Betty’s Brain or on learning gains.

An Explorative Analysis of the Feasibility of Implementing Metacognitive Strategies in Self-Regulated Learning with the Conversational Agents

2020 ◽  
Vol 64 (1) ◽  
pp. 495-499
Author(s):  
Smit Desai ◽  
Jessie Chin
Keyword(s):  
Metacognitive Strategies ◽  
Conversational Agents ◽  
Systematic Analysis ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
New Information ◽  
Regulated Learning ◽  
Work Domain Analysis ◽  
Computer Based ◽  
Educational Applications

With the prevalence of commercially available conversational agents (CAs), little research examined the capacities and constraints of these devices to support adults to learn new information on their own. The article conducted systematic analysis on the commercially available CAs (using work domain analysis and literature review), synthesized the metacognitive strategies that have been implemented in the computer-based learning environments, and examined the feasibility to implement these strategies on CAs to support self-regulated learning. This study has implications on designing scalable evidence-based theory-driven educational applications to support users to learn new information on their own using the off-the-shelf devices.

scholarly journals Persepsi Siswa Terhadap Instruksi Guru yang Mengembangkan Strategi Belajar Regulasi Diri

2019 ◽  
Vol 8 (1) ◽  
pp. 57-77
Author(s):  
Yulinda Dwintasari ◽  
Farida Kurniawati
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Middle School Students ◽  
Classroom Instruction ◽  
Self Regulation ◽  
Use Of Self ◽  
School Students ◽  
Computer Based Learning ◽  
Computer Based ◽  
Regulation Strategies

Abstract Many studies highlighted the importance of self-regulation on academic achievement. Otherwise, not all students have the opportunity to develop their self-regulation optimally. As a result, knowing their perception of how the classroom instruction supports their self-regulation is essential. Search for qualitative studies on database electronic (Proquest, Sciencedirect, and Scopus) done. Selected studies were analyzed into the main findings. Discussion about how participant in the study perceive instruction based on the approach of Reigeluth and Carr Chelmann (2009) supported the use of self-regulation strategies. Seven studies were identified to be included. A study had middle school students as participants, while six other studies had college students. From those two levels of education, instructions that facilitated the use of self-regulation strategies are instruction problem, simulation, and discussion approach. Students perceived those approach as instructions that supported self-regulation because they had collaborative learning. Furthermore, students perceived by using technology and computer-based learning, they are helped to show their performance and easier to get feedback from friends and facilitators which facilitated the use of self-regulation strategies.Keywords: self-regulation, classroom instruction, students’ perception, qualitative studiesAbstrakBanyak studi telah menggarisbawahi pentingnya hubungan antara regulasi diri dan prestasi akademik. Namun demikian, tidak semua siswa dapat mengembangkan regulasi dirinya secara optimal. Oleh karena itu, perlu diketahui persepsi siswa akan instruksi kelas yang mendukung adanya regulasi diri. Pencarian studi kualitatif pada database elektronik (Proquest, Sciencedirect, dan Scopus) dilakukan. Studi terpilih dianalisis lebih dalam untuk dimasukan ke dalam hasil utama. Pembahasan diutamakan bagaimana partisipan dalam studi mempersepsikan instruksi berdasarkan pendekatan menurut Reigeluth dan Carr-Chelmann (2009) untuk mengedepankan penggunaan strategi regulasi diri. Terdapat tujuh studi yang membahas tentang persepsi siswa akan instruksi yang mendukung strategi regulasi diri. Satu diantaranya memiliki partisipan siswa SMP sementara enam lainnya merupakan mahasiswa. Dari kedua jenjang tersebut, instruksi yang dirasakan siswa dapat mempengaruhi penggunaan strategi regulasi diri adalah instruksi berdasarkan pendekatan masalah, simulasi, dan diskusi. Pada ketiga instruksi tersebut, siswa merasa terfasilitasi penggunaan strategi regulasi dirinya karena adanya pembelajaran yang kolaboratif. Selain itu, dalam mengembangkan regulasi diri, siswa merasa konteks pembelajaran berbasis teknologi dan komputer, dapat membantu mereka menunjukkan kemampuan dan mendapatkan umpan balik dari teman maupun fasilitator, yang mana hal tersebut penting untuk regulasi dirinya. Kata Kunci: regulasi diri, instruksi kelas, persepsi siswa, studi kualitatif

E-Learning-Systeme: Theoriegeleitete Konzeption, Qualitätsmanagement, Implementierung

2003 ◽  
Vol 15 (1) ◽  
pp. 13-23
Author(s):  
Berit Baeßler ◽  
Stephanie Lücke ◽  
Bernhard Koring ◽  
Susanne Kinnebrock ◽  
Patrick Rössler
Keyword(s):  
Computer Based Learning ◽  
E Learning ◽  
Computer Based

Zusammenfassung. Der vorliegende Beitrag entwickelt auf der Basis von pädagogischen Überlegungen und lernpsychologischen Forschungsergebnissen zur computerunterstützten Wissensvermittlung eine Konzeptualisierung von E-Learning-Systemen und deren von konsequentem Qualitätsmanagement begleitete Umsetzung. Die vorgestellte theoriegeleitete Vorgehensweise wird anhand der Entwicklung und Realisierung des internetgestützten Lernsystems “CLIC Computer-based Learning: Introduction to Communications“ veranschaulicht, das an der Universität Erfurt erarbeitet wird. Der Aufsatz befasst sich sowohl mit der Koordination auf der Ebene der Produktion (Didaktik, Inhalt, Technik) als auch auf der Ebene der Rezeption (Lern- und Kommunikationsformen, Lernorganisation). Die explorativ angelegte Evaluation des ersten Einsatzes von CLIC belegt ein weitgehend gelungenes Konzept und Qualitätsmanagement. Vorgestellt werden ausgewählte Evaluationsergebnisse zur Koordination und Organisation der Wissensvermittlung sowie des sozialen Kontaktes zwischen Studierenden und Dozierenden. Anhand von drei in der Evaluation empirisch ermittelten E-Learning-Typen werden Probleme und Potenziale beim E-Learning aufgezeigt und Schlussfolgerungen für die koordinierende Gestaltung von E-Learning-Systemen gezogen.

Computer-Based Learning: A Family Endeavor

1991 ◽  
Vol 36 (11) ◽  
pp. 998-998
Author(s):  
Sydney W. Howard
Keyword(s):  
Computer Based Learning ◽  
Computer Based

Importance of Promoting Metacognitive Awareness at University

2018 ◽  
Vol 29 (1) ◽  
pp. 3-18
Author(s):  
Masoodi Marjan
Keyword(s):  
Task Performance ◽  
Positive Feedback ◽  
Historical Development ◽  
Metacognitive Strategies ◽  
Point Of View ◽  
Metacognitive Awareness ◽  
Self Confidence ◽  
Self Knowledge ◽  
Knowledge Of Learners ◽  
Theoretical Overview

Abstract The aim of this study is to furnish a reliable theoretical overview on metacognitive awareness. This research is carried out to (1) familiarize the researchers with the definition, components and sub-components of metacognitive awareness (2) discuss a brief outline of metacognitive awareness along with its origin and essence from the point of view of its historical development (3) link metacognitive awareness to a number of other constructs, including motivation (4) illustrate the features of self-regulated students and their recruited metacognitive strategies and (5) briefly examine the major challenges in the implementation of metacognitive awareness. In conclusion, this research reveals that the analysis of metacognitive awareness and its components gives rise to a new notion of auto-noetic (self) knowledge of learners through planning, monitoring and reflectively evaluating task performance, and creates higher levels of self-efficacy which provides students with different educational contexts in which they are able to have more self-confidence, get more positive feedback both from an instructor and classmates and cultivate in learners more self-regulatory characteristics that enable them to learn autonomously, be completely equipped with motivation and be welcoming to challenges. The study provides benefits to both learners and educators. Learners can receive guidance on how to foster metacognitive awareness for being more competent learners. Furthermore, it provides meaningful insights for curriculum developers to provide metacognitive awareness-based curricula.

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