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Exploring students' prior knowledge of and metacognitive skills for game-based learning in relation to cognitive strategy and learning effectiveness

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EDUCATION AND INFORMATION TECHNOLOGIES 2025年 1-38页

作者： Lin, Ying-Lien Wang, Wei-Tsong Lai, Zhi-Lun Natl Cheng Kung Univ Dept Ind & Informat Management Tainan 701 Taiwan

Although some studies have examined the effects of self-regulated learning (SRL) strategies on learning effectiveness, inconsistent results have been reported. Additionally, studies that adopt the perspective of SRL to evaluate the effect of metacognitive skills on students' actual learning effectiveness in digital game-based learning (DGBL) contexts are scarce. Based on SRL theory, this study develops a research model to examine the impacts of learners' prior knowledge and metacognition on their use of cognitive strategy and learning effectiveness in DGBL environments. Additionally, this study developed a DGBL system and adopted a quasi-experimental research approach with a pretest and posttest design. Data of the experiment were collected by using a questionnaire and were then used to verify the proposed research model. Survey data from 227 research participants who were taking a course on system analysis and design were analyzed to validate the developed research model. The results reveal that prior knowledge and metacognitive skills significantly affect both cognitive strategy and learning effectiveness. Prior knowledge positively moderates the relationship between learners' metacognitive skills and cognitive strategy. Students with weak prior knowledge of DGBL are more likely to adopt a cognitive strategy that has a positive effect on learning effectiveness.

关键词： Game-based learning Prior knowledge metacognitive skills Cognitive strategy Learning effectiveness

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The relationship between metacognitive skills and mathematics achievement of Chinese eighth-grade students

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CURRENT PSYCHOLOGY 2025年第5期44卷 3845-3856页

作者： Fu, Yu Qi, Chunxia Nanjing Univ Informat Sci & Technol Sch Teacher Educ Nanjing Peoples R China Beijing Normal Univ Fac Educ 19 Xinjiekouwai St Beijing 100875 Peoples R China

Research consistently indicates that metacognition is associated with academic achievement across various content areas, particularly in mathematics. However, limited research has explored how students across different proficiency levels utilize metacognitive skills and their impact on mathematical performance. This study investigated the performance levels in a standardized math test and the application of metacognitive skills (planning, management, monitoring, evaluation, and reflection) through a questionnaire among 46,346 eighth-grade students from 128 secondary schools in China. Employing the Angoff method, participants were classified into four distinct levels of math achievement (A, B, C, D levels). Students with a C level or higher demonstrated compliance with the stipulated requirements of the standard. The results showed there were significant differences in metacognitive skills among these levels. Findings also revealed a positive correlation between metacognitive skills and mathematics achievement (r = .299, p < .01), with planning demonstrating the strongest association with math performance and reflection showing the weakest. Moreover, students with higher math proficiency exhibited increased application of metacognitive skills, highlighting the relationship between self-regulation in problem-solving and academic success. These findings emphasize the relationship between metacognitive skills and mathematical performance, proposing targeted educational interventions informed by the application of metacognitive skills across different proficiency levels.

关键词： Eighth-Grade students Mathematics Achievement metacognitive skills Planning Reflection

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Relationship between metacognitive skills and career exploration outcome expectations: mediating role of parental and peer attachment styles

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BMC PSYCHOLOGY 2025年第1期13卷 1-14页

作者： Sari, Serkan Volkan Camadan, Fatih Ozmen, Sefa Recep Tayyip Erdogan Univ Dept Psychol Counseling & Guidance Fac Educ TR-53100 Cayeli Rize Turkiye Bursa Uludag Univ Fac Educ Dept Psychol Counseling & Guidance TR-16450 Bursa Turkiye Cay Primary Sch Minist Educ TR-53500 Rize Turkiye

BackgroundEarly career development-the first stage of an individual's journey to get to know themselves and their profession-is very important in the career choice process. The correct identification of the variables that influence this process is valuable for the healthy continuation of the developmental process. This study examined whether maternal, paternal, and peer attachment styles play a mediating role in explaining career exploration outcome expectations of metacognitive *** hypotheses created for this purpose were examined within the framework of the correlational/relational design of quantitative research models. The target population comprised students studying in secondary schools in Turkey in 2023, and the sample comprised 318 individuals-168 boys and 150 girls-selected using convenience sampling method. SPSS 25.0 Process Macro 4.1 version "Model 6," developed by Hayes, was used for multiple mediation *** skills positively and significantly predicted career exploration outcome expectations and maternal and paternal attachment styles, but not peer attachment style. Maternal, paternal, and peer attachment styles did not significantly explain career exploration outcome expectations. Finally, maternal, paternal, and peer attachment styles did not significantly mediate the relationship between metacognitive skills and career exploration outcome *** results show that individuals' metacognitive skills play an important role in the process of career exploration and goal setting. Moreover, individuals' metacognitive skills have a stronger association with family ties than with peer relationships. However, individuals' ties to their mothers, fathers, and peers are not a determining factor in the formation of individuals' expectations about their careers. Additionally, the relationship between metacognitive skills and career exploration outcome expectations occurs directly, independent of maternal, p

关键词： Career exploration outcome expectations metacognitive skills Attachment style

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metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective

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EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2014年第1期29卷 117-137页

作者： van der Stel, Manita Veenman, Marcel V. J. Leiden Univ Dept Dev & Educ Psychol NL-2333 AK Leiden Netherlands

In the last decades, students increasingly have been placed in the role of active learners with responsibilities for their own learning. Students have to be able to plan their learning activities and execute them in a systematic and orderly way and to monitor and to evaluate their learning and to reflect on it. All aforementioned skills are components of metacognitive skillfulness. The first objective was to gain insight in the development of both quantity and quality of metacognitive skills in young adolescents (aged 12-15 years). The second objective was to establish whether development of metacognitive skills is intelligence related or relatively intelligence independent. Finally, the generality vs. domain specificity of developing metacognitive skills was investigated. In a 3-year longitudinal study, participants performed two different tasks (text studying and problem solving) in two different domains (history and math), while thinking aloud. Results show that between the age of 12 and 15 years, metacognitive skills do not develop linearly or at the same pace. Furthermore, metacognitive skills contribute to learning performance, partly independent of intellectual ability. Finally, the results show that metacognitive skills appear to be predominantly general by nature over the years. Although a smaller domain-specific component was found as well in the first 2 years, this component disintegrated in the third year. The age around 15 years appears to be a relevant point in time during the developmental trajectory of metacognitive skills: Growth is (temporarily) put on hold, while the nature of these skills becomes fully general.

关键词： Metacognition metacognitive skills Intellectual ability Development Adolescents

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metacognitive skills and self-regulated learning and teaching among primary school teachers: The mediating effect of enthusiasm

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METACOGNITION AND LEARNING 2022年第3期17卷 897-919页

作者： Huang, Xianhan Lin, Chin-Hsi Sun, Mingyao Xu, Peng Univ Hong Kong Fac Educ Pokfulam Room 628Meng Wah Complex Hong Kong Peoples R China Northeast Normal Univ Coll Literature Changchun Peoples R China

This study investigated the important roles of metacognitive skills and enthusiasm (both teaching and subject enthusiasm) in teachers' self-regulation in learning (informal teacher learning) and teaching (adaptive instruction) throughout their teaching careers. Using multi-group structural equation modelling and a mediation analysis of a sample of 5,056 primary teachers in China, this study found that metacognitive skills had significant effects on informal teacher learning and adaptive instruction. In addition, teaching enthusiasm had a stronger mediating effect than subject enthusiasm on the relationship between teachers' metacognitive skills and their self-regulated behaviour. Among the five informal teacher learning activities considered, learning through student interaction had the strongest influence on novice teachers' adaptive instruction, and learning through reflection was the most important for mid- and late-career teachers. The practical implications of the findings for improving teachers' self-regulation in learning and teaching at different stages of their careers are discussed.

关键词： metacognitive skills Enthusiasm Informal teacher learning Adaptive instruction Self-regulated behaviour

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The Impact of Prompting in Technology-Enhanced Learning as Moderated by Students' Motivation and metacognitive skills

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4th European Conference on Technology Enhanced Learning

作者： Papadopoulos, Pantelis M. Demetriadis, Stavros N. Stamelos, Ioannis G. Aristotle Univ Thessaloniki Dept Informat Thessaloniki 54621 Greece

ISBN: (纸本)9783642046353

This work explores the role of students' motivation and metacognitive skills as moderating factors that influence the impact of ail instructional method in the ill-structured domain of Software Project Management (SPM). In order to teach aspects of the SPM domain, we developed a web environment for case-based learning and implemented additionally a questioning strategy to help students focus oil important parts of the case material. The paper presents the results from three studies revealing how students' motivation and metacognitive awareness influenced their engagement in the cognitively challenging Situations induced by the method. The implication for instructors and designers is that implementing a promising method, to help students efficiently process the complex material in an ill-structured domain, might not always lead to the desired learning outcomes. Students' motivation and metacognitive skills should also be addressed, in order to maximize the potential benefits of instruction.

关键词： Ill-structured domains Question prompts Case-based learning Technology-enhanced learning Motivation metacognitive skills

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Using metacognitive skills: The Quality Audit Tool

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International Journal of Nursing Terminologies and Classifications 1994年第2期5卷 56-64页

作者： Herman, JoAnne Pesut, Daniel J. Conard, Laura P. University of South Carolina College of Nursing Columbia South Carolina United States

The authors describe a strategy used to teach clinical reasoning skills to novice diagnosticians. The strategy proposed is the Quality Audit Tool, an instrument designed to help novices use metacognitive skills to critique diagnostic statements and care plans. The Quality Audit Tool has eight frames (Diagnostic Statement, Diagnostic Cues, Functional Relationship, Outcome, Etiology, Nursing Orders, Evaluation, and Clinical Judgment);each frame has a content and process focus. Conducting a Quality Audit enables the novice diagnostician to understand relationships among the parts of a nursing diagnosis, recognize the metacognitive skills used in clinical reasoning, and evaluate knowledge and clinical reasoning against a set of standards. Copyright © 1994, Wiley Blackwell. All rights reserved

关键词： clinical reasoning metacognitive skills nursing care planning nursing diagnosis

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The on-line assessment of metacognitive skills in a computerized learning environment

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LEARNING AND INDIVIDUAL DIFFERENCES 2014年 29卷 123-130页

作者： Veenman, Marcel V. J. Bavelaar, Laura De Wolf, Levina Van Haaren, Marieke G. P. Leiden Univ Dept Dev & Educ Psychol Inst Psychol Res NL-2333 AK Leiden Netherlands IMR Hillegom Netherlands Leiden Univ ICLON NL-2333 AK Leiden Netherlands

metacognitive skills regulate and control learning processes. For assessing metacognitive skills in learners, on-line assessment is required during actual task performance. An unobtrusive on-line method is the analysis of learner activities that are registered in logfiles of computerized tasks. As logfiles cannot reflect the learner's metacognitive considerations for enacting specific activities, logfile analysis should be validated against other on-line methods. Also, external validity of logfile measures needs to be established with related measures, such as learning performance. Fifty-two second-year students (13 years) from pre-academic education performed a computerized inductive-learning task. Traces of learner activities were stored in logfiles and automatically scored on indicators of metacognitive skills. Afterwards, participants completed learning-performance posttests. Results show high convergent validity between logfile indicators and human judgments of traced learner activities. Moreover, external validity was obtained for logfile measures in relation to learning performance (but not regarding participants' IQ scores). Implications for logfile analysis are discussed. (C) 2013 Elsevier Inc. All rights reserved.

关键词： metacognitive skills Assessment Validity Computer-based learning environment (CBLE) Logfiles

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Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition

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METACOGNITION AND LEARNING 2022年第3期17卷 715-744页

作者： Stebner, Ferdinand Schuster, Corinna Weber, Xenia-Lea Greiff, Samuel Leutner, Detlev Wirth, Joachim Univ Osnabruck Heger Tor Wall 9 D-49074 Osnabruck Germany Ruhr Univ Bochum Bochum Germany Univ Luxembourg Luxembourg Luxembourg Univ Duisburg Essen Duisburg Germany

metacognitive skills are often considered domain-general, therefore they have the potential to transfer across domains, subjects, and tasks. However, transfer of metacognitive skills seldomly occurs spontaneously. Schuster et al., (2020) showed that training can have beneficial effects on spontaneous near and far transfer of metacognitive skills. However, evidence of metacognitive skill transfer resulting in superior acquisition of content knowledge is pending. In the present study we set out to extend prior findings by investigating whether students benefit from training metacognitive skills not only regarding metacognitive skill application but also regarding content knowledge acquisition in learning tasks of different transfer distances. 243 fifth-grade students were randomly assigned to three different conditions for the first 15 weeks of a school year: two hybrid metacognitive skill training conditions (metacognitive skills and one out of two cognitive strategies) and one non-hybrid training condition (cognitive strategies or motivation regulation only). For the second 15 weeks of the school year, all students received non-hybrid training involving a new cognitive strategy. Spontaneous metacognitive skill transfer of different transfer distances (near and far) was tested after the first and after the second 15 weeks of training. The effect of hybrid metacognitive skill training on the acquisition of content knowledge was measured once directly after the first 15 weeks. Results show that hybrid metacognitive skill training supported spontaneous transfer of metacognitive skills to learning scenarios of both near and far transfer distance. However, hybrid metacognitive skill training only had a positive effect on content knowledge acquisition if metacognitive skill transfer was near.

关键词： Self-regulated learning metacognitive skills Transfer Knowledge acquisition Hybrid training Strategy application

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Technical students' metacognitive skills: relating general vs. specific metacognitive skills to study success

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LEARNING AND INDIVIDUAL DIFFERENCES 2001年第3期13卷 259-272页

作者： Veenman, MVJ Verheij, J Leiden Univ Dept Dev & Educ Psychol NL-2333 AK Leiden Netherlands

The first objective of this study was to determine whether metacognitive skillfulness is entirely part of intelligence as predictor of learning or not. Furthermore, the generality vs. domain-specificity of metacognitive skillfulness was investigated. Sixteen technical university students participated in the experiment. They performed two tasks while thinking aloud, a model construction task that was part of their curriculum and an unfamiliar discovery-learning task representing a fictitious domain. Both the participant's metacognitive skillfulness and learning performance were assessed for each domain. Furthermore, exam grades and study credits were collected. Results support the generality of metacognitive skills across tasks and domains. Results further show that metacognitive skillfulness contributed to learning results (partly) independent of intellectual ability. Implications for metacognitive skill training are being discussed. (C) 2002 Elsevier Science Inc. All rights reserved.

关键词： metacognitive skills generality domain-specificity learning performance

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