Effect of Animated Worked Examples on Metacognitive Monitoring Accuracy

• In Event: Marriott Roundtable Session 12
  In Roundtable Session: Metacognition and Motivation

Abstract

Student learning in introductory STEM courses is often self-regulated. For self-regulated learning to be effective, students must accurately monitor their learning in order to make appropriate studying decisions. A common intervention to support active problem-solving is to provide worked examples, however the effect of worked examples on metacognition is understudied. The results from two experiments show that learning and metacognitive accuracy interact with student ability and task difficulty. Engaging in active problem solving before viewing worked examples benefits low-performing students for easier problems. However, this does not provide a benefit, and may actually lead to overconfidence, for more difficult problems. This suggests that access to worked-examples may need to be adaptive to optimize self-regulated learning.

Authors

• Jason W Morphew, Purdue University

• Jose Mestre, University of Illinois