Limits of Metacognitive Prompts for Confidence Judgments in an Interactive Learning Environment
In: Open Education Studies, Vol. 6 (2024), No. 1, Article 20220209
2024article/chapter in journalOA Platinum
Educational ScienceFaculty of Educational Sciences » The Institute of Vocational and Further Education
Related: 1 publication(s)
Title in English:
Limits of Metacognitive Prompts for Confidence Judgments in an Interactive Learning Environment
Author:
Klar, MariaUDE
- LSF ID
- 62791
- Other
- connected with university
corresponding author
- LSF ID
- 60696
- ORCID
-
0000-0001-7637-885X
- Other
- connected with university
- GND
- 111006325
- LSF ID
- 2809
- ORCID
-
0000-0002-7419-3023
- Other
- connected with university
Year of publication:
2024
Open Access?:
OA Platinum
Scopus ID
Language of text:
English
Appears in
Title in English (abbreviated):
Op. Educ. Stud.
Place of publication:
Warsaw
Publisher:
De Gruyter Poland
in:
Vol. 6 (2024), No. 1, Article 20220209
ISSN
ZDB ID
Keyword, Topic:
confidence prompts ; K-12 ; metacognitive accuracy ; metacognitive prompts ; self-regulated learning
Type of resource:
Text
Abstract in English:
Metacognitive activities are reported to improve learning but prompts to support metacognition have only been investigated with mixed results. In the present study, metacognitive prompts for confidence judgments were implemented in a learning platform to provide more insights into their effectiveness and their limits. Comparing the prompted group (n = 51) with the control (n = 150), no benefits of the prompts are seen: Performance is not better with prompts, and there is no improvement in metacognitive accuracy over time within the prompted group. Notably, half of the prompted group did not use the metacognitive prompts as intended. Alternative ways to integrate such prompts are discussed.