Solicited or Unsolicited Metacognitive Prompts? Experimental Study on Mathematical Problem-Solving Using Multimedia

• In Event: Poster Session 7
  In Poster Session: Self-Regulated Learning, Motivation, and Metacognition

Abstract

The study examined how student control over metacognitive prompts in a multimedia environment enhances: mathematical problem-solving skills (routine and transfer tasks), mental effort, and metacognitive discourse while working in pairs.
Three groups of eighth graders were compared: (a) "solicited prompts" group — participants freely accessed multimedia-based metacognitive prompts; (b) "unsolicited prompts" group — participants were consistently and regularly exposed to on-screen metacognitive prompts, (c) control group, no multimedia metacognitive prompts.
Mixed method analysis demonstrated that: unsolicited-prompts group had highest effects in transfer test and metacognitive discourse. However, the solicited-prompts group felt under a heavier cognitive load than the other groups.

Authors

• Sheli Friedman

• Bracha Kramarski, Bar-Ilan University