Goals Matter: Changes in Metacognition and Their Relation to Learning With MetaTutor

• In Event: Studies of Technology and Social, Emotional, or Motivational Constructs

Abstract

Research suggests metacognition enhances performance with advanced learning technologies (e.g., intelligent tutoring systems [ITSs]), where learning goals guide metacognition and relationships exist between motivation, metacognition, and performance. However, most studies do not contextualize metacognition based on its relevance to a learning goal. In this study, we examined 189 undergraduates’ proportion of metacognitive judgments initiated on pages containing information relevant to either subgoals 1 or 2 during learning with MetaTutor, an ITS. Latent growth analysis showed changes in page-relevant judgments across subgoals 1 and 2 was negatively related to performance, but not achievement goal orientation. We describe implications for contextualizing analyses in ITSs to gain more insight into designing interventions based on what personally motivates learners to engage in metacognition.

Authors

• Elizabeth Brooke Cloude, University of Central Florida

• Franz Wortha, Universität Greifswald

• Roger Azevedo, University of Central Florida