Can Strategic Behaviour Facilitate Confusion Resolution? The Interplay between Confusion and Metacognitive Strategies in Betty's Brain

Autor/inn/en	Zhang Yingbin; Paquette, Luc; Baker, Ryan S.; Ocumpaugh, Jaclyn; Bosch, Nigel; Biswas, Gautam; Munshi, Anabil
Titel	Can Strategic Behaviour Facilitate Confusion Resolution? The Interplay between Confusion and Metacognitive Strategies in Betty's Brain
Quelle	In: Journal of Learning Analytics, 8 (2021) 3, S.28-44 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zhang Yingbin) ORCID (Paquette, Luc) ORCID (Baker, Ryan S.) ORCID (Bosch, Nigel) ORCID (Biswas, Gautam) ORCID (Munshi, Anabil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Metacognition; Brain; Grade 6; Emotional Response; Comprehension; Cognitive Processes; Learning Strategies; Computer Assisted Instruction; Scientific Concepts; Science Instruction; Tests; Incidence; Concept Mapping; Editing; Reading; Tennessee + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gehirn; School year 06; 6. Schuljahr; Schuljahr 06; Emotionales Verhalten; Verstehen; Verständnis; Cognitive process; Kognitiver Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Computer based training; Computerunterstützter Unterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Examination; Prüfung; Examen; Vorkommen; Concept Map; Redaktion; Textbearbeitung; Leseprozess; Lesen
Abstract	Confusion may benefit learning when it is resolved or partially resolved. Metacognitive strategies (MS) may help learners to resolve confusion when it occurs during learning and problem solving. This study examined the relationship between confusion and MS that students evoked in Betty's Brain, a computer-based learning-by-modelling environment where elementary and middle school students learn science by building causal maps. Participants were sixth graders. Emotion data were collected from real-time observations by trained researchers. MS and task performance information were determined by analyzing the action logs. Pre- and post-tests were used to assess learning gains. The results revealed that the use of MS was a function of the state of student confusion. However, confusion resolution was not related to MS behaviour, and MS did not moderate the effect of confusion on student task performance in Betty's Brain or on learning gains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01