Complex Tasks Enhance Meta-Awareness During Problem Solving

• In Event: Supporting Self-Regulated Learning in Digital Learning Environments

Abstract

Objectives: Supporting metacognitive activation when learning with desirable difficulties is of critical importance, especially during self-regulated learning (de Bruin et al., 2020). Based on the findings that metacognitive regulation acts as a function of cognitive resources and cognitive load (Seufert, 2020), we assumed that desirable difficulties trigger metacognitive activation and improve learning performance.

Theoretical Framework: The present study is based on the Theory of Disuse (Bjork & Bjork, 1992), which assumes that the retrieval of information in memory is a more effective learning event than revising the same item several times. The degree to which successful retrieval facilitates learning depends on how difficult the act of retrieval is. However, working memory models (Baddeley, 2000; Cowan, 1999) as well as Cognitive Load Theory (CLT; Sweller, 2010) indicate that the cognitive processing capacity is limited. Therefore, we assume that desirable difficulties increase students´ engagement in metacognitive regulation processes to enhance scheme construction in working memory and to reduce cognitive load. This should further lead to improved learning performance. Besides, also learners´ achievement motivation (McClelland et al., 1953) is closely interrelated with effort investment. Thus, we assume that learners with high achievement motivation are more likely to invest mental effort when dealing with desirable difficulties.

Methods: Overall, 98 university students participated in one experiment consisting of two parts, a main session (1 hour) and a delayed post-test (20 minutes). As learning task, the Tower of Hanoi task was chosen. Task difficulty was manipulated by the number of discs at the beginning; participants were randomly assigned to either high or increasing difficulty group. Participants solved the task three times in two rounds in the main-session, and one time during the post-test. Performance was measured by time and moves. Achievement motivation, metacognitive abilities, cognitive load, and mental effort were assessed before, during, and after the learning task.

Results: Results revealed positive effects of difficulty on time in round 2. Furthermore, descriptive data showed an increase of metacognitive activation and a decrease of Germane Cognitive Load (GCL) from round 1 to round 2 in the high difficulty group, while an opposite trend was observed in the increasing difficulty group (Figure 1). Regarding the relationship of task difficulty, metacognition, and metacognitive activation, analysis indicate moderate correlations of metacognitive regulation with GCL and metacognitive activation in the increasing difficulty group. Interestingly, no such correlations were found in the high difficulty group. Finally, results revealed strong negative correlations of ability expectancy and perceived task difficulty.

Scientific and Educational Significance: Taken together, the experiment supports the central role of metacognition for learning. Results of the study showed significant interactions between GCL, metacognitive activation, and task difficulty. Findings indicate that difficult tasks trigger metacognitive activation. This can be especially beneficial for individuals with low metacognitive abilities. Furthermore, it has been shown that learners´ achievement motivation can have a positive effect on perceived task difficulty. In sum, the study indicates that desirable difficulties trigger the activation of metacognitive processes, and encourage learners to engage in deep learning processes.

Authors

• Ines Zeitlhofer, University of Salzburg

• Joerg Zumbach, Paris Lodron University Salzburg

• Judith Schweppe, Universität Passau