Can Feedback Visualization Promote Metacognitive Awareness of Revisions?

• In Event: Roundtable Session 22
  In Roundtable Session: Multimedia Design Choices That Improve Learning

Abstract

Prior research has demonstrated that students often struggle to successfully utilize self-regulation processes in online learning (Azevedo & Cromley, 2004; Azevedo, Cromley, & Seibert, 2004). This research aimed to promote prioritization and effective self-directed strategies through the use of visual cueing of a domain content graphic. Results indicate that there is a complicated interaction between signaling and feedback categories.

Authors

• Lisa Ferrara, University of Utah

• Kirsten R. Butcher, University of Utah