Computer-Based Scaffoldings Facilitate Students' Metacognitive Monitoring and Problem-Solving Efficiency in an Intelligent Tutoring System

• In Event: Individual Differences in Technology and Learning

Abstract

This study examines the effects of computer-based scaffoldings on students’ metacognitive monitoring and problem-solving efficiency. Seventy-two medical students completed two diagnostic tasks in an intelligent tutoring system (ITS), BioWorld. After problem-solving, students reported their confidence judgments about the proposed diagnosis. We also extracted students’ use of three scaffolding types (i.e., conceptual, strategic, and metacognitive), diagnostic performance, and completion time from BioWorld log files. Students’ monitoring judgment accuracy was then computed along with problem-solving efficiency. Linear mixed-effects models indicated that the intensive use of metacognitive scaffoldings positively predicted students’ monitoring accuracy. Moreover, strategic scaffoldings negatively related to problem-solving efficiency, whereas metacognitive scaffoldings positively influenced problem-solving efficiency. Findings from this study guide ITS developers to optimize the design of computer-based scaffoldings.

Authors

• Tingting Wang, McGill University
  Presenting Author

• Juan Zheng, Lehigh University
  Non-Presenting Author

• Chengyi Tan, McGill University
  Non-Presenting Author

• Alejandra Ruiz-Segura, McGill University
  Non-Presenting Author

• Xiaoshan Huang, McGill University
  Non-Presenting Author

• Susanne P. Lajoie, McGill University
  Non-Presenting Author