Design and effects of metacognitive support for hypermedia learning

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.