Metacognitive load - useful, or extraneous concept? Metacognitive and self-regulatory demands in computer-based learning.

Autor/in	Schwonke, Rolf
Titel	Metacognitive load - useful, or extraneous concept? Metacognitive and self-regulatory demands in computer-based learning.
Quelle	In: Journal of educational technology & society, 18 (2015) 4, S. 172-184Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Metakognition; Unterweisung; Selbstgesteuertes Lernen; Computerunterstütztes Verfahren
Abstract	Instructional design theories such as the cognitive load theory (CLT) or the cognitive theory of multimedia learning (CTML) explain learning difficulties in (computer-based) learning usually as a result of design deficiencies that hinder effective schema construction. However, learners often struggle even in well-designed learning environments. In this theoretical paper, I will argue that cognitive resources-oriented theories such as the cognitive load theory might profit from extending their predominantly cognitive focus to one that additionally considers metacognitive and self-regulation demands. Empirical results on learning from multiple external representations and research on tool use are integrated to illustrate that computer-based learning environments usually pose a variety of cognitive, metacognitive and self-regulatory demands on learners which require knowledge and skills that learners often lack. Specifically, empirical findings suggest that most learners are unable to regulate their learning automatically. I thus argue that these activities consume working-memory resources as do activities that are closely related to schema construction. My article concludes with suggestions on how the concept of metacognitive load can be incorporated into resource-oriented theories such as the CLT to explain a wider variety of phenomena. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3