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Example, nudge, or practice? Assessing metacognitive knowledge transfer of factual and procedural learners

USER MODELING AND USER-ADAPTED INTERACTION 2024年第5期34卷 1745-1775页

作者： Abdelshiheed, Mark Moulder, Robert Hostetter, John Wesley Barnes, Tiffany Chi, Min Univ Colorado Boulder Inst Cognit Sci Boulder CO 80303 USA North Carolina State Univ Comp Sci Raleigh NC 27695 USA

Factual knowledge and procedural knowledge are knowing 'That' and 'How,' respectively, whereas conditional knowledge is the metacognitive knowledge of 'When' and 'Why.' As prior work has found that students with conditional knowledge spontaneously transferred such knowledge across intelligent tutoring systems, this work assesses the impact of metacognitive interventions on the knowledge transfer of factual and procedural students. Specifically, we used a between-subject, pre-/posttest design with factual and procedural students, each randomly assigned to either the example, nudge, practice, or control condition. The interventions taught how and when to use a backward-chaining (BC) strategy on a logic tutor that supports a default forward-chaining strategy. Meanwhile, conditional students received no interventions. Six weeks later, we trained all students on a probability tutor that only supports BC without interventions. Our results suggest that nudges for factual students and practice for their procedural peers are the key factors for catching up with conditional students on both tutors and for facilitating knowledge transfer from the logic to probability tutor. We discuss two potential complementary theories for our findings: a choice-based theory (from interventions to knowledge) and a metacognitive load-based theory (from knowledge to interventions). The choice-based theory maps the amount of choice in the interventions to knowledge types, while the metacognitive load-based theory associates knowledge types with the metacognitive load each intervention offers. Implications for practice are discussed.

关键词： knowledge transfer metacognitive knowledge Factual knowledge Procedural knowledge Conditional knowledge

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How and When: The Impact of metacognitive knowledge Instruction and Motivation on Transfer Across Intelligent Tutoring Systems

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INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION 2024年第3期34卷 974-1007页

作者： Abdelshiheed, Mark Barnes, Tiffany Chi, Min North Carolina State Univ Comp Sci Raleigh NC 27695 USA

Two metacognitive knowledge types in deductive domains are procedural and conditional. This work presents a preliminary study on the impact of metacognitive knowledge and motivation on transfer across two Intelligent Tutoring Systems (ITSs), then two experiments on metacognitive knowledge instruction. Throughout this work, we trained students on a logic ITS that supports a default forward-chaining and an alternative backward-chaining (BC) strategy, then a probability ITS that only supports BC. Students were grouped into those with conditional knowledge who know how and when to use each strategy (Str Both), thosewith procedural knowledge who know how only (StrHow), and the rote students who persist in the default strategy and know neither how nor when (Rote). The online traces' initial accuracy was used to further split students into high- and low-motivation groups. The preliminary study showed that only high-motivation Str Both students transferred their metacognitive knowledge across the two ITSs. The two experiments provided metacognitive knowledge instruction for StrHow and Rote students to catch up with their Str Both peers. In Exp. 1, we utilized prompted nudges to teach when to use BC, and in Exp. 2, we combined nudges with worked examples to teach how and when to use BC. Based on our findings, we propose a metacognitive knowledge, initial Motivation, and instructional Interventions (MMI) framework for transfer across ITSs. The framework suggests that the key factors for facilitating transfer are the motivation for Str Both students, nudges for their StrHow peers, and the combination of worked examples and nudges for Rote students.

关键词： metacognitive knowledge Motivation metacognitive interventions Transfer Intelligent tutoring systems

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Fostering preservice teachers socio-emotional, technological, and metacognitive knowledge (STM-K) using e-portfolios

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EDUCATION AND INFORMATION TECHNOLOGIES 2025年第2期30卷 2095-2122页

作者： ElSayary, Areej Mohebi, Laila Zayed Univ Coll Interdisciplinary Studies Abu Dhabi U Arab Emirates Zayed Univ Coll Human & Social Sci Dubai U Arab Emirates

Preservice teachers often face challenges in developing Socio-emotional, Technological, and metacognitive knowledge (STM-K) due to a lack of effective integration of digital tools in their training. Developing STM-K is crucial for preservice teachers as it equips them with essential skills for effective teaching, such as emotional intelligence, technological proficiency, and reflective thinking, which are necessary for fostering a positive learning environment and adapting to educational innovations. This study addresses these challenges by exploring the use of electronic portfolios (e-portfolios) as an authentic assessment tool to enhance STM-K. E-portfolios allow preservice teachers to work on assignments, receive feedback, and communicate with peers and mentors without being physically present, which is particularly crucial in times of educational disruption. This study aims to foster preservice teachers' (STM-K) using e-portfolios through a proposed framework guided by Gibbs' reflective model. Conducted in an early childhood education program at a Federal University in the United Arab Emirates (UAE), the participants (n = 112) were female preservice teachers aged 18-25 years old. An exploratory sequential mixed method design was employed to collect qualitative data (participants' reflections) and quantitative data (participants' surveys). The preservice teachers attended two weeks at the beginning of the semester to learn new technological applications and earn Apple Teaching Certificates. Qualitative data were analysed using Gibb' model, and quantitative data were analysed using the q-q plot test of normality and one-sample t-test. The study's results revealed that the preservice teachers positively nurtured their STM-K through the use of e-portfolios, benefiting from various technological applications that provide opportunities such as video, automated, and visual feedback. This study demonstrates a practical strategy for preparing teachers to effectively util

关键词： E-portfolios Socio-emotional knowledge Technological knowledge metacognitive knowledge STEM courses

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Elementary school students' metacognitive knowledge and its effects on teacher judgments, school track recommendations, and school transitions

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LEARNING AND INDIVIDUAL DIFFERENCES 2024年 112卷

作者： Mok, Sog Yee Lockl, Kathrin Neuenschwander, Markus P. Univ Teacher Educ Grisons Scalarastr 17 CH-7000 Chur Switzerland Leibniz Inst Educ Trajectories Bamberg Germany Univ Appl Sci & Arts Northwestern Switzerland Windisch Switzerland

Teacher judgments of student achievement influence students' school transitions. Teachers not only evaluate student achievements but also other competencies, such as metacognitive knowledge. Therefore, students' metacognitive knowledge could affect teachers' school track recommendations. The aim of this study (N = 5870 elementary school students from the German National Educational Panel Study) was to explore the extent to which students' metacognitive knowledge influences teacher judgments, teacher school track recommendations, and students' transition to gymnasium. We employed a multilevel path model to test the effects of metacognitive knowledge on teacher judgments, school track recommendations, and students' transition to gymnasium. Moreover, we found that metacognitive knowledge has a significant indirect effect on school track recommendations and students' transition to gymnasium via teacher achievement judgments. The implications of these results for teacher education are discussed.

关键词： metacognitive knowledge Teacher judgments School track recommendations School transitions

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Ethnic minority multilingual young learners' longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge

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METACOGNITION AND LEARNING 2024年第1期19卷 123-146页

作者： Teng, Mark Feng Zhang, Lawrence Jun Macao Polytech Univ Fac Languages & Translat Macau Peoples R China Univ Auckland Auckland New Zealand

Ethnolinguistic minority students may have lower levels of metacognitive knowledge and English vocabulary knowledge than non-minority students. Nevertheless, few longitudinal studies have examined their growth trajectories of metacognitive knowledge and English vocabulary knowledge over time. Drawing upon a latent growth curve model, the present study aims to contrast two groups of students' growth trajectories in metacognitive knowledge and breadth of English vocabulary knowledge: with a sample of 115 ethnolinguistic Yao minority and 108 ethnolinguistic majority Han students. The results showed that both groups improved their metacognitive knowledge and breadth of English vocabulary knowledge from third grade to sixth grade in a cumulative trend. metacognitive knowledge predicted the breadth of English vocabulary knowledge throughout the examined school years. The results also highlighted differences in the students' development of metacognitive knowledge and breadth of English vocabulary knowledge. The ethnolinguistic Yao minority students lagged behind their ethnolinguistic majority Han counterparts. The findings suggest a need for pedagogical interventions to enhance ethnolinguistic minority students' metacognitive knowledge and English vocabulary knowledge.

关键词： Metacognition metacognitive knowledge Vocabulary knowledge Yao students Han students Longitudinal development

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Effects of Introducing a Learning Robot on the metacognitive knowledge of Students Aged 8-11 14th

Effects of Introducing a Learning Robot on the Metacognitive...

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14th International Conference on Robotics in Education (RiE)

作者： Martin, Marie Chevalier, Morgane Burton, Stephanie Bonvin, Guillaume Besancon, Maud Deneux, Thomas Univ Paris Saclay CNRS Inst Neurosci Paris Saclay Paris France Univ Paris Cite Paris France Haute Ecole Pedag Canton Vaud HEP VD Lausanne Switzerland Rennes 2 Univ LP3C Rennes France

ISBN: (纸本)9783031384530;9783031384547

Artificial Intelligence (AI) and Machine Learning education are entering the classrooms, and yet, the link between their introduction and the development of metacognitive components in students still needs to be addressed. We conducted an experiment with 138 elementary school students (aged 8-11) and tested how the manipulation of a learning robot affected their understanding of the basics of AI, as well as their metacognitive knowledge such as growth mindset, status of error, learning by trial-and-error, and persistence. Results show a positive shift both in students' AI knowledge and learning beliefs, and thus demonstrate the value of teaching the basics of how AI works to develop solid metacognitive knowledge that promotes learning. Future works should measure a lasting effect on students' learning behavior and focus on teacher training in new AI activities.

关键词： Robotics Artificial intelligence education Machine learning Learning robot metacognitive knowledge Elementary school

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metacognitive knowledge and functional outcomes in adults with acquired brain injury: A meta-analysis

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NEUROPSYCHOLOGICAL REHABILITATION 2021年第3期31卷 453-478页

作者： Yeo, Yong Xiang Pestell, Carmela F. Bucks, Romola S. Allanson, Fiona Weinborn, Michael Univ Western Australia Sch Psychol Sci Perth WA Australia Edith Cowan Univ Sch Med & Hlth Sci Joondalup Australia

Pronounced difficulties in functional outcomes often follow acquired brain injury (ABI), and may be due, in part, to deficits in metacognitive knowledge (being unaware of one's cognitive strengths and limitations). A meta-analytic review of the literature investigating the relationship between metacognitive knowledge and functional outcomes in ABI is timely, particularly given the presence of apparently inconsistent findings. Twenty-two articles revealed two distinct methods of measuring metacognitive knowledge: (1) absolute (the degree of inaccurate self-appraisal regardless of whether the error tends towards under- or over-confident estimations) and (2) relative (the degree and the direction of the inaccuracy) discrepancy. Separate meta-analyses were conducted for absolute and relative discrepancy studies to assess the relationship between metacognitive knowledge and functional outcomes (affect-related quality of life, family and community integration, and work outcomes). The pattern of results found suggested that better metacognitive knowledge is related to better overall functional outcomes, but the relationship may differ depending on the outcome domain. These findings generally support the importance of focusing on metacognitive knowledge to improve outcomes following ABI. Nonetheless, the relatively small effect sizes observed suggest that other predictors of functional outcome should be investigated, including other subdomains of metacognition.

关键词： metacognitive knowledge Self-awareness Functional outcomes Acquired brain injury (ABI) Meta-analysis

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metacognitive knowledge and openness to diversity and challenge among Turkish pre-service EFL teachers: The mediating role of creative self-efficacy

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THINKING SKILLS AND CREATIVITY 2023年 50卷

作者： Yuce, Erkan Kruk, Mariusz Derakhshan, Ali Aksaray Univ Fac Educ Dept Foreign Language Educ TR-68100 Center Aksaray Turkiye Univ Zielona Gora Inst Modern Languages al Wojska Polskiego 71A PL-65762 Zielona Gora Poland Golestan Univ Fac Humanities & Social Sci Dept English Language & Literature Gorgan Iran Golestan Univ Fac Humanities & Social Sci Shahid Beheshti CampusShahid Beheshti StPOB 155 Gorgan *** Golestan Iran

The psychology of second language (L2) teachers has captured a growing interest among educational researchers in the past decades. However, the interaction among teachers' job-related metacognition, diversity acceptance, and self-efficacy beliefs has been left under-researched. To fill this lacuna, this study examined the levels of metacognitive knowledge, openness to diversity and challenge, and creative self-efficacy and their correlation using a survey with 606 pre-service EFL teachers in Turkey. It also set out to display if metacognitive knowledge is a significant predictor of openness to diversity and challenge when creative self-efficacy is a mediator of their relationship. The results indicated that the participants displayed moderate levels of meta cognitive knowledge (X= 3.91), openness to diversity and challenge (X= 3.97), and creative self efficacy (X = 5.18). Moreover, the results of Pearson correlations indicated a positive moderate correlation among the constructs. Additionally, the results of path analysis regression indicated that metacognitive knowledge is a significant predictor of openness to diversity and challenge when creative self-efficacy mediated their relationship. The study concludes with some future research directions and implications for L2 education regarding the psychology of teaching and the promotion of diversity and creativity.

关键词： L2 teachers metacognitive knowledge Openness to diversity and challenge Creative self-efficacy Pre-service teacher

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Exploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: a latent growth curve modelling approach

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LANGUAGE AWARENESS 2022年第4期31卷 470-494页

作者： Teng, Mark Feng Beijing Normal Univ Ctr Linguist Sci Zhuhai Peoples R China

This study explores how primary school children develop their metacognitive knowledge and vocabulary knowledge and how both types of knowledge are dynamically correlated from 1st to 4th grade. The longitudinal sample included 426 first-grade students (M = 6.6 years, SD = .51;50.2% boys, 49.7% girls) from five public primary schools in China. A set of tests on metacognitive knowledge and vocabulary knowledge were administered four times over four years. The one-on-one-basis metacognitive knowledge test was based on students' explanations about cognitive activities;the vocabulary knowledge test focused on students' breadth and depth of vocabulary knowledge. Latent growth curve modelling was used to study developmental change. Results showed that participants' metacognitive knowledge and vocabulary knowledge improved from 1st to 4th grade but not in a cumulative fashion. Participants' level of metacognitive knowledge was strongly associated with their vocabulary knowledge throughout the selected school years. The development of vocabulary knowledge breadth lagged behind vocabulary knowledge depth during the study period. These findings shed light on primary school students' development of metacognitive knowledge and vocabulary knowledge.

关键词： Metacognition metacognitive knowledge vocabulary knowledge breadth of vocabulary knowledge depth of vocabulary knowledge

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metacognitive self-knowledge and cognitive skills in project-based learning of high school electronics students

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EUROPEAN JOURNAL OF ENGINEERING EDUCATION 2025年第1期50卷 214-229页

作者： Shekh-Abed, Aziz Ruppin Acad Ctr Dept Elect & Comp Engn Emek Hefer Israel

Self-knowledge is an important element of metacognition. It encompasses understanding one's own strengths and weaknesses and includes belief and self-assessment of one's capacity to perform a task. Cognitive skills comprise a range of mental processes, such as attention, memory, problem solving, systems thinking, abstract thinking, and critical thinking, that are essential for acquiring and applying knowledge. The research described in this paper examined the ability for self-knowledge and cognitive skills of electronics students engaged in project-based learning. The study, which used quantitative and qualitative tools, involved 140 twelve-grade electronics students and explored the self-knowledge and cognitive skills they exhibited while executing their final projects. The correlation and paired-samples t-test between the students' self-report questionnaire (indirect assessment of cognitive skills) and achievement test (direct assessment of cognitive skills) scores were examined to assess the students' self-knowledge and cognitive skills. The findings revealed a significant difference between self-report questionnaire scores and achievement test scores, indicating that the students' self-knowledge did not reflect their actual low level of cognitive skills. Measuring self-knowledge and cognitive skills in project-based learning is essential for assessing the effectiveness of the learning process, resulting in improved project outcomes and a firmer foundation for future academic and professional success.

关键词： metacognitive knowledge self-knowledge cognitive skills project-based learning (PBL) high-school electronics students

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