Metacognitive Scaffolding in Learning From Film

• In Event: 43.013 - Scaffolding Self-Regulated Learning Across Different Contexts

Abstract

Objectives and purpose: The goal of this experiment was to investigate the impact of metacognitive scaffolding during self-regulated learning from film. We analyzed the impact of metacognitive scaffolding by means of prompting on learning outcomes and cognitive load when learning from static versus dynamic animations.
Theoretical framework: The use of film for self-regulated learning is not always beneficial as recent meta-analyses reveal (e.g.; Hattie, 2013). A major advantage of film/animations is to provide a dynamic visualization of transitions between different phases and stages of a specific content. Film as media can support mental operations due to its external representation and contribute to supplantation (Salomon, 1970). One approach to enhance the effectiveness of film as instructional media is to make it more interactive. Here an additional effective instructional strategy could be the provision of (meta-)cognitive scaffolding (e.g., Moser, Zumbach & Deibl, 2017).
Method: Overall 75 high school and university students participated in this 2x2 factorial experiment. A pre-test was used to assess students’ prior knowledge. A post-test was used to analyze the effectiveness of learning with a static versus a dynamic animation supported either with metacognitive scaffolding or not. Participants were randomly assigned to one of the four conditions.
Data source and material: A pre- and post-test assessing knowledge acquisition, metacognitive behavior, and cognitive load were applied. The learning environment was an animation about the anomaly of water. In one condition, the transition of molecule states was presented in dynamic manner. In another condition, static pictures comparable to a slide show built the basis of the film. In addition, another factor was the provision of metacognitive prompts where students had to interrupt the film at four given times and had to apply pre-given (meta-)cognitive strategies.
We hypothesized that the students with scaffolding outperform the groups without scaffolding in knowledge acquisition. We also expected advantages of the dynamic visualization and a significant interaction effect.
Results: Results of an ANCOVA and descriptive data reveal that, opposite to the hypothesized relation, the static version resulted here in significant better learning outcomes than the dynamic visualization (η2 = .08). There were no significant differences between these conditions in cognitive load measures. With regard to metacognitive scaffolding, we did not find a significant difference in learning outcomes, but scaffolding lead to a significantly higher cognitive load (η2 = .04). There was also no significant interaction effect.
Scientific significance of the study: Results suggest that metacognitive support is not always beneficial but could rather increase cognitive load and, thus, hinder learning. In addition, we found that dynamic visualizations did not contribute here to a supplantation effect. The static presentation seems to illustrate different system states more precisely and supported understanding of the content in a more appropriate manner.

Authors

• Joerg Zumbach, University of Salzburg

• Ines Deibl, University of Salzburg

• Viola Geiger, University of Salzburg

• Timo Fleischer, University of Salzburg

• Alexander Strahl, University of Salzburg