|
Title:
|
INVESTIGATING THE FUNCTIONALITY OF
METACOGNITIVE PROMPT DURING THE CIRCUIT
ANALYSIS PROBLEM-SOLVING |
|
Author(s):
|
Jyoti Shaha, Vishwas Badhe and Ramkumar Rajendran |
|
ISBN:
|
978-989-8704-61-0 |
|
Editors:
|
Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías |
|
Year:
|
2024 |
|
Edition:
|
Single |
|
Keywords:
|
Metacognition, Metacognitive Prompts, Engineering Problem-Solving, Computer-Based Learning Environment,
Electrical Engineering |
|
Type:
|
Full |
|
First Page:
|
241 |
|
Last Page:
|
248 |
|
Language:
|
English |
|
Cover:
|
|
|
Full Contents:
|
if you are a member please login 
|
|
Paper Abstract:
|
Metacognitive strategies play a crucial role in Computer-Based Learning Environments (CBLEs). However, students
often struggle to apply these strategies spontaneously during learning. Research demonstrates that metacognitive prompts
can effectively guide students' awareness and help them monitor their learning progress, leading to improved outcomes.
While studies have shown the benefits of metacognitive prompting in various domains such as clinical reasoning,
biology, educational psychology, and social science, most focus on reading and writing tasks. There is limited research
on problem-solving tasks, particularly in the engineering domain. To address this gap, we developed MetaGuru, a
learning environment designed to stimulate learners' metacognitive strategies using prompts in electrical engineering
circuit analysis problem-solving. In this paper we investigate the functionality of metacognitive prompts in engineering
problem-solving with five participants. Participants solved circuit analysis problems within MetaGuru. We examined the
functionality of prompts by collecting screen recordings and conducting semi-structured interviews. The findings reveal
that while the orientation and planning prompts were effective, the monitoring and evaluation prompts showed limited
effectiveness, highlighting the need for improvement in these areas. |
|
|
|
|
|
|
