Exploring the effects of metacognitive prompts on learning outcomes : An experimental study in higher education
Identifikátory výsledku
Kód výsledku v 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>
Nalezeny alternativní kódy
RIV/00216305:26110/26:0200223
Výsledek na webu
<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>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Exploring the effects of metacognitive prompts on learning outcomes : An experimental study in higher education
Popis výsledku v původním jazyce
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.
Název v anglickém jazyce
Exploring the effects of metacognitive prompts on learning outcomes : An experimental study in higher education
Popis výsledku anglicky
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.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
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)
Ostatní
Rok uplatnění
2025
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Australasian Journal of Educational Technology
ISSN
1449-3098
e-ISSN
1449-5554
Svazek periodika
41
Číslo periodika v rámci svazku
1
Stát vydavatele periodika
AU - Austrálie
Počet stran výsledku
18
Strana od-do
42-59
Kód UT WoS článku
001522134900004
EID výsledku v databázi Scopus
2-s2.0-105003116518