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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F23%3A00134404" target="_blank" >RIV/00216224:14210/23:00134404 - isvavai.cz</a>

Výsledek na webu

<a href="https://eera-ecer.de/ecer-programmes/conference/28/contribution/57199" target="_blank" >https://eera-ecer.de/ecer-programmes/conference/28/contribution/57199</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

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

Projekt

<a href="/cs/project/GA21-08218S" target="_blank" >GA21-08218S: Využití multimodální analytiky učení pro studium procesů seberegulovaného učení v systémech pro řízení výuky</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů