Exploring the effects of metacognitive prompts on learning
outcomes : An experimental study in higher education

J 2025

Exploring the effects of metacognitive prompts on learning outcomes : An experimental study in higher education

JUHAŇÁK, Libor; Vojtěch JUŘÍK; Nicol DOSTÁLOVÁ a Zuzana JUŘÍKOVÁ

Základní údaje

Originální název

Exploring the effects of metacognitive prompts on learning outcomes : An experimental study in higher education

Autoři

JUHAŇÁK, Libor; Vojtěch JUŘÍK; Nicol DOSTÁLOVÁ a Zuzana JUŘÍKOVÁ

Vydání

Australasian Journal of Educational Technology, 2025, 1449-3098

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Austrálie

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 4.200 v roce 2024

Označené pro přenos do RIV

Ano

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

self-regulated learning; metacognitive prompts; learning outcomes; multimedia learning; experimental study

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 26. 2. 2026 10:55, Mgr. Ester Gaja Pučálková, Ph.D.

Anotace

V originále

The use of metacognitive prompting to support self-regulated learning is a well-established area of research in education. Despite receiving considerable attention, the precise mechanism of prompting and its effects on the learning process remain unclear, especially in the context of multimedia learning. This study employed a controlled laboratory experimental design to empirically investigate the effects of metacognitive prompting on learning outcomes, considering both text-based and multimedia learning materials. A population of 110 native Czech undergraduate students in the humanities and social sciences participated in the experiment. Contrary to expectations, metacognitive prompting was not identified as a significant predictor of learning outcomes. Post-hoc analysis indicated that the effects of metacognitive prompting depend on various differences in students and their cognitive processing, which may be further influenced by the nature of the learning material. These findings underscore the importance of considering individual differences when designing and implementing metacognitive prompts in multimedia learning, as well as for follow-up research where they should be closely inspected.

Návaznosti

GA21-08218S, projekt VaV

Název: Využití multimodální analytiky učení pro studium procesů seberegulovaného učení v systémech pro řízení výuky

Investor: Grantová agentura ČR, Využití multimodální analytiky učení pro studium procesů seberegulovaného učení v systémech pro řízení výuky

Citovat

JUHAŇÁK, Libor; Vojtěch JUŘÍK; Nicol DOSTÁLOVÁ a Zuzana JUŘÍKOVÁ. Exploring the effects of metacognitive prompts on learning outcomes : An experimental study in higher education. Australasian Journal of Educational Technology. 2025, roč. 41, č. 1, s. 42-59. ISSN 1449-3098. Dostupné z: https://doi.org/10.14742/ajet.9486.

@article{2480779,
   author = {Juhaňák, Libor and Juřík, Vojtěch and Dostálová, Nicol and Juříková, Zuzana},
   article_number = {1},
   doi = {https://doi.org/10.14742/ajet.9486},
   keywords = {self-regulated learning; metacognitive prompts; learning outcomes; multimedia learning; experimental study},
   language = {eng},
   issn = {1449-3098},
   journal = {Australasian Journal of Educational Technology},
   title = {Exploring the effects of metacognitive prompts on learning outcomes : An experimental study in higher education},
   url = {https://ajet.org.au/index.php/AJET/article/view/9486/2168},
   volume = {41},
   year = {2025}
}

TY  - JOUR
ID  - 2480779
AU  - Juhaňák, Libor - Juřík, Vojtěch - Dostálová, Nicol - Juříková, Zuzana
PY  - 2025
TI  - Exploring the effects of metacognitive prompts on learning outcomes : An experimental study in higher education
JF  - Australasian Journal of Educational Technology
VL  - 41
IS  - 1
SP  - 42-59
EP  - 42-59
SN  - 14493098
KW  - self-regulated learning
KW  - metacognitive prompts
KW  - learning outcomes
KW  - multimedia learning
KW  - experimental study
UR  - https://ajet.org.au/index.php/AJET/article/view/9486/2168
N2  - The use of metacognitive prompting to support self-regulated learning is a well-established area of research in education. Despite receiving considerable attention, the precise mechanism of prompting and its effects on the learning process remain unclear, especially in the context of multimedia learning. This study employed a controlled laboratory experimental design to empirically investigate the effects of metacognitive prompting on learning outcomes, considering both text-based and multimedia learning materials. A population of 110 native Czech undergraduate students in the humanities and social sciences participated in the experiment. Contrary to expectations, metacognitive prompting was not identified as a significant predictor of learning outcomes. Post-hoc analysis indicated that the effects of metacognitive prompting depend on various differences in students and their cognitive processing, which may be further influenced by the nature of the learning material. These findings underscore the importance of considering individual differences when designing and implementing metacognitive prompts in multimedia learning, as well as for follow-up research where they should be closely inspected.
ER  -

JUHAŇÁK, Libor; Vojtěch JUŘÍK; Nicol DOSTÁLOVÁ a Zuzana JUŘÍKOVÁ. Exploring the effects of metacognitive prompts on learning outcomes : An experimental study in higher education. \textit{Australasian Journal of Educational Technology}. 2025, roč.~41, č.~1, s.~42-59. ISSN~1449-3098. Dostupné z: https://doi.org/10.14742/ajet.9486.

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