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Metacognitive support promotes an effective use of instructional resources in intelligent tutoring

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dc.contributor.author Schwonke, Rolf
dc.contributor.author Ertelt, Anna
dc.contributor.author Otieno, Christine
dc.contributor.author Renkl, Alexander
dc.contributor.author Aleven, Vincent
dc.contributor.author Salden, Ron J.C.M.
dc.date.accessioned 2022-09-20T08:46:03Z
dc.date.available 2022-09-20T08:46:03Z
dc.date.issued 2013
dc.identifier.uri https://doi.org/10.1016/j.learninstruc.2012.08.003
dc.identifier.uri http://ir.mu.ac.ke:8080/jspui/handle/123456789/6701
dc.description.abstract We tested whether the provision of metacognitive knowledge on how to cope with the complexity of a learning environment improved learning. In an experimental setting, high-school students (N = 60) worked through a computer-based geometry lesson either with or without metacognitive support in the form of a cue card. This cue card encouraged students to use instructional resources in the learning environment (i.e., textual and graphic representations and different help facilities) more strategically. During learning, the learners' gaze and log-file data were recorded. The metacognitive support made learning more efficient (i.e., less learning time without impairing outcomes). In addition, low-prior knowledge students developed deeper conceptual understanding. The effects on learning outcomes were mediated by reducing the non-strategic use of help facilities. Our findings suggest that a lack of metacognitive conditional knowledge (i.e., in which situation to use which help facility) can account for learning difficulty in computer-based learning environments. en_US
dc.language.iso en en_US
dc.publisher Elsevier en_US
dc.subject Metacognitive knowledge en_US
dc.subject Intelligent tutoring en_US
dc.title Metacognitive support promotes an effective use of instructional resources in intelligent tutoring en_US
dc.type Article en_US


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