Assessing Middle School Students' Use of a Metacognitive Monitoring Tool During Learning With SimSelf

• In Event: Poster Session 3
  In Poster Session: Learning Process and Effects of Technology-Enhanced Learning

Abstract

Research on learning with Advanced Learning Technologies (ALTs) has expanded from college to middle-school students (e.g., Lester et al., 2013) to foster their use of cognitive, affective, metacognitive, and motivational (CAMM) processes (Azevedo et al., 2013). This study investigated how 63 8th- grade students used self-regulated learning (SRL) processes during three days (from an 8-day classroom study) of learning with SimSelf, an ALT designed to foster SRL during science learning. Results revealed that on day 2, students spent significantly more time using the Skill Diary than on days 4 and 6. These results have implications for training the effective use of metacognitive monitoring during learning, to ensure students are engaging in effective SRL.

Authors

• Michelle Taub, North Carolina State University

• Nicholas Vincent Mudrick, North Carolina State University

• Roger Azevedo, North Carolina State University

• Maria Markhelyuk, North Carolina State University

• Gail S. Powell, East Cary Middle School