An Investigation of the Role of Metacognitive Behavior in Self-Regulated Learning When Learning a Complex Science Topic With a Hypermedia Learning Environment

• In Event: Examining and Assessing Self-Regulation Through a Multidimensional Lens

Abstract

Self-regulated learning theory suggests that metacognition (i.e., monitoring and control) plays a key role in learning. The aim of this study was, therefore, to investigate the relationship between monitoring (e.g., judgment of learning [JOL]) and control (e.g., strategy change) and their effects upon learning about science with an HLE. We examined the frequencies of learners’ use of negative JOL with and without a change in strategy use, which indicates the quality (i.e., static or adaptive) of metacognitive behavior. The results showed that adaptive metacognitive behavior positively related and static metacognitive behavior negatively related to learning, above and beyond the effect of prior knowledge. These findings have implications for scaffolding within HLEs.

Authors

• Banu Binbasaran Tuysuzoglu, University of North Carolina - Chapel Hill

• Jeffrey A. Greene, University of North Carolina - Chapel Hill