Metacognition in Self-Regulated Multimedia Learning: Integrating Behavioural, Psychophysiological and Introspective Measures

Autor/inn/en	Antonietti, Alessandro; Colombo, Barbara; Di Nuzzo, Chiara
Titel	Metacognition in Self-Regulated Multimedia Learning: Integrating Behavioural, Psychophysiological and Introspective Measures
Quelle	In: Learning, Media and Technology, 40 (2015) 2, S.187-209 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2014.933112
Schlagwörter	Metacognition; Multimedia Instruction; Eye Movements; Undergraduate Students; Learning Strategies; Learning Processes; Outcomes of Education; Questionnaires; Predictor Variables; Regression (Statistics); Models; Teaching Methods; Biofeedback; Scoring; Correlation; Psychophysiology; Pictorial Stimuli; Written Language; Auditory Stimuli + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Multimediales Lernen; Augenbewegung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; Lernleistung; Schulerfolg; Fragebogen; Prädiktor; Regression; Regressionsanalyse; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Bewertung; Korrelation; Psychophysiologie; Fantasieanregung; Geschriebene Sprache; Auditive Stimulation
Abstract	This study aims at investigating students' strategies--as revealed by behavioural, psychophysiological and introspective measures--which are applied during the free exploration of multimedia instructional presentations, which requires students to self-regulate their learning processes. Two multimedia presentations were constructed and presented to a sample of 20 undergraduates in two conditions: written text + pictures vs. audio text + pictures. While students were engaged in the study of the presentations, their eye movements were registered and psychophysiological indices were monitored. Students' learning outcomes were assessed and a questionnaire was employed to record students' awareness of the mental processes involved in the task. Results showed that students were able to discriminate between the written- and audio-text conditions and self-regulate their behaviour accordingly. A model, assuming psychophysiological indices as predictors of different eye-movement patterns, highlighted significant differences between the written- and the audio-text conditions. A regression model, considering learning outcomes as a dependent variable, showed that the number of correct responses could be predicted according to the level of cognitive effort needed during the exploration of the multimedia presentations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01