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

• Main Authors: Katharina Engelmann (Author), Maria Bannert (Author), Nadine Melzner (Author)
• Format: Book
• Published: The Asia-Pacific Society for Computers in Education (APSCE), 2021-02-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.1186/s41039-021-00148-w; 1793-7078
• Keywords: Self-created prompts; Metacognitive prompts; Self-regulated learning; Knowledge acquisition; Long-term effects; Information technology; T58.5-58.64; Education; L
• Source: Research and Practice in Technology Enhanced Learning, Vol 16, Iss 1, Pp 1-21 (2021)

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.