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

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F25%3A00144281" target="_blank" >RIV/00216224:14210/25:00144281 - isvavai.cz</a>
Alternative codes found
RIV/00216305:26110/26:0200223
Result on the web
<a href="https://ajet.org.au/index.php/AJET/article/view/9486/2168" target="_blank" >https://ajet.org.au/index.php/AJET/article/view/9486/2168</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.14742/ajet.9486" target="_blank" >10.14742/ajet.9486</a>

Result language
angličtina
Original language name
Exploring the effects of metacognitive prompts on learning outcomes : An experimental study in higher education
Original language description
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.
Czech name
—
Czech description
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Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project
<a href="/en/project/GA21-08218S" target="_blank" >GA21-08218S: Multimodal learning analytics to study self-regulated learning processes within learning management systems</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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