Short- and long-term effects of students' self-directed metacognitive prompts on navigation behavior and learning performance.

Autor/inn/en	Bannert, Maria; Sonnenberg, Christoph; Mengelkamp, Christoph; Pieger, Elisabeth
Titel	Short- and long-term effects of students' self-directed metacognitive prompts on navigation behavior and learning performance. Gefälligkeitsübersetzung: Kurz- und langfristige Effekte selbstgerichteter metakognitiver Aufforderungen auf Navigationsverhalten und Lernleistung bei Studierenden.
Quelle	In: Computers in human behavior, (2015) 52, S. 293-306Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0747-5632
DOI	10.1016/j.chb.2015.05.038
Schlagwörter	Metakognition; Lernen; Lernumgebung; Unterweisung; Benutzerführung; Computerunterstütztes Verfahren
Abstract	Investigated the effects of self-directed metacognitive prompts on leaning in a computer-based learning environment. Metacognitive prompts are meant to facilitate the personal design of learners' own mental supports to be applied for future learning. In a pre-post experimental design, 70 undergraduate college students (58 female; mean age 20 years) were randomly assigned to either an experimental group, which configured personal metacognitive prompts before learning, or to a control group that learned without prompts. Lerner characteristics were assessed in advance with standardized measures of verbal intelligence, metacognitive knowledge, epistemological beliefs, and reading competence. The experimental learning material consisted of two domain topics from educational psychology. Log file analysis of navigation behavior indicated that experimental-group students who learned with self-directed metacognitive prompts viewed relevant Web pages significantly more often and for longer than control group learners. The experimental group also displayed superior transfer performance, and long-term transfer effects were even more pronounced at a 3-week follow-up learning session. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3