Self-Regulated Learning as an Aptitude and Event in Complex Multimedia Learning Environments

• In Event: Decision Making for the Emerging Professional

Abstract

This study examined medical students’ self-regulated learning in complex medical multimedia environments. Data from a study of 637 medical clerkship students from 7 medical schools showed there was a positive but not strong correlation between self-regulated learning as an aptitude measured before and self-regulated learning as an event measured while engaging in a multimedia learning environment. While knowledge acquisition and clinical reasoning was not impacted by the addition of metacognitive scaffolding, students randomly assigned to the scaffolding enhancement multimedia environment group perceived that it was more helpful to prepare for the quiz than the multimedia control group. These findings have implications for instructional design for medical learners.

Authors

• Hyuksoon S. Song, Georgian Court University

• Jan L. Plass, New York University

• Martin V. Pusic, New York University

• Adina L. Kalet, New York University