Design and effects of metacognitive support for hypermedia learning

Maria Bannert, Peter Reimann

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

The aim of this research was to find appropriate scaffolding for metacognitive reflection when learning with modern computer-based learning environments. It was assumed that prompting students for metacognitive reflection will affect the learning process by engaging students in more metacognitive behaviour leading to better learning performance. Results from three experiments where students of the experimental groups were supported by different metacognitive prompting measure are described. In sum, results of learning process and learning outcome confirm the positive effects of all three metacognitive prompting measures. However, their specific influence varied significantly in size. Implications for the design of metacognitive support to improve self-regulated learning with CBLEs are discussed.

Original languageEnglish
Title of host publicationProceedings - ICCE 2008
Subtitle of host publication16th International Conference on Computers in Education
Pages969-970
Number of pages2
StatePublished - 2008
Externally publishedYes
Event16th International Conference on Computers in Education, ICCE 2008 - Taipei, Taiwan, Province of China
Duration: 27 Oct 200831 Oct 2008

Publication series

NameProceedings - ICCE 2008: 16th International Conference on Computers in Education

Conference

Conference16th International Conference on Computers in Education, ICCE 2008
Country/TerritoryTaiwan, Province of China
CityTaipei
Period27/10/0831/10/08

Keywords

  • Hypermedia learning
  • Metacognitive support

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