کد مقاله کد نشریه سال انتشار مقاله انگلیسی ترجمه فارسی نسخه تمام متن
6838009 618439 2015 14 صفحه PDF سفارش دهید دانلود رایگان
عنوان انگلیسی مقاله ISI
Short- and long-term effects of students' self-directed metacognitive prompts on navigation behavior and learning performance
ترجمه فارسی عنوان
اثرات کوتاه مدت و بلندمدت فراشناختی خوداشتغالی دانش آموزان بر رفتار ناوبری و عملکرد یادگیری است
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کلمات کلیدی
فراشناخت، مهارت های فراشناختی، فرضیات فراشناختی، دعوت های خودگردان، کسب دانش، اثرات بلند مدت،
موضوعات مرتبط
مهندسی و علوم پایه مهندسی کامپیوتر نرم افزارهای علوم کامپیوتر
چکیده انگلیسی
This study seeks to promote learning in computer-based learning environments utilizing students' self-directed metacognitive prompts. Such prompts are based on the idea of instructing students to design their own metacognitive scaffolds and learn with them afterward. In a pre-post experimental design, students in the experimental group (n = 35) were instructed to configure their own metacognitive prompts before learning whereas students in the control group (n = 35) learned without prompts. Log file analysis of navigation behavior indicates that students who learned with their individually designed, self-directed prompts visited relevant webpages significantly more often and spent a longer time on them compared with students in the control group. Moreover, participants in the experimental group attained better transfer performance immediately after learning. The long-term effect in transfer performance was even greater in a follow-up learning session conducted after three weeks without any instructional support in either group. These results are consistent with theories of metacognition and self-regulated learning and indicate that self-directed prompts can lead to sustainable effects.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers in Human Behavior - Volume 52, November 2015, Pages 293-306
نویسندگان
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