Understanding the Role of Cue Use and Judgment Type on Metacomprehension Accuracy (Poster 36)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Studying and Self-Regulated Learning SIG Poster Session

Abstract

This study explored how visualizations affect students’ cue use and metacomprehension accuracy for learning from science text and how different types of judgments—test judgments and draw judgments—might be differentially impacted by visualizations. Students read texts on chemistry topics, made test and draw judgments for each text, and completed two comprehension measures (inference and drawing tests). Students also reported the cues they used to make each judgment. Images did not impact comprehension but increased test and draw judgment magnitude. Images also interfered with students’ relative metacomprehension accuracy, particularly when making judgments about test performance. Without images present, test judgments based on representation-based cues were more accurate, but this was not the case when images were present.

Authors

• Allison J. Jaeger, Mississippi State University

• Berna Altunisik, Mississippi State University

• Logan Fiorella, University of Georgia