Exploring the Effects of Metacognitive Prompts on Learning Outcomes in Multimedia Learning

JUHAŇÁK, Libor, Nicol DOSTÁLOVÁ, Zuzana JUŘÍKOVÁ and Vojtěch JUŘÍK. Exploring the Effects of Metacognitive Prompts on Learning Outcomes in Multimedia Learning. In European Conference on Educational Research, ECER 2023, University of Glasgow, 22–25 August 2023. 2023.

Basic information

• Original name: Exploring the Effects of Metacognitive Prompts on Learning Outcomes in Multimedia Learning
• Authors: JUHAŇÁK, Libor (203 Czech Republic, guarantor, belonging to the institution), Nicol DOSTÁLOVÁ (203 Czech Republic, belonging to the institution), Zuzana JUŘÍKOVÁ (703 Slovakia, belonging to the institution) and Vojtěch JUŘÍK (203 Czech Republic, belonging to the institution).
• Edition: European Conference on Educational Research, ECER 2023, University of Glasgow, 22–25 August 2023, 2023.

Other information

• Original language: English
• Type of outcome: Presentations at conferences
• Field of Study: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Country of publisher: United Kingdom of Great Britain and Northern Ireland
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• RIV identification code: RIV/00216224:14210/23:00134404
• Organization unit: Faculty of Arts
• Keywords in English: self-regulated learning; metacognitive processes; multimedia materials
• Tags: rivok

Abstract

For more than two decades, the concept of self-regulation and self-regulated learning has received a great deal of attention in the scientific discourse of educational science, due to its proposed positive relationship with students' learning outcomes. To date, several different definitions and models of self-regulation and self-regulated learning have been proposed, leading to some theoretical fragmentation and confusion. Nevertheless, most definitions and models consider self-regulated learning as a cyclical process consisting of three phases: 1) the preparatory phase, 2) the performance phase (i.e., the phase of actual task performance), and 3) the reflective or the appraisal phase. Within each of these three general phases, students then engage in a range of cognitive, affective and metacognitive processes.

Links

• GA21-08218S, research and development project: Name: Využití multimodální analytiky učení pro studium procesů seberegulovaného učení v systémech pro řízení výuky

Investor: Czech Science Foundation, Multimodal learning analytics to study self-regulated learning processes within learning management systems