Effects of Metamotivational Prompts on Learning and Motivation in Digital Self-Regulated Learning Environments

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

Abstract

Objectives and Theoretical Framework: The goal of this study was to investigate the effects of metamotivational-scaffolding during self-regulated learning. Providing metacognitive support when learning with interactive media such as hypermedia or simulations are effective scaffolding techniques (Moser et al., 2017). Here, we shifted the focus from metacognitive to metamotivational scaffolds and explored its effects during self-regulated learning in digital learning environments. We assumed that providing metamotivational prompts during learning in digital environments can encourage students to move from rather externally controlled motivation to more intrinsic levels of motivation (Ryan & Deci, 2000). Furthermore, metamotivational scaffolding is related to effort direction and the management of mental resources resulting in knowledge acquisition. This is also monitored by metamotivational knowledge (e.g., Miele & Scholer, 2018). Thus, to enhance learning, students need support to use adequate strategies during the learning process. Here, we regard the (external) support of motivational strategies as a kind of meta-strategy. This is why we refer to the scaffolding of motivation as a metamotivational support. We hypothesized that students with such a kind of scaffolding would change from rather extrinsically motivated states to rather intrinsically motivated states. A change in motivation should also be associated with positive effects on cognitive load and knowledge acquisition.

Method and Results: Overall, 70 high school students participated in this experiment. During learning students received prompts asking them to express their thoughts on the way in which the content is personally relevant for them, how they value the information, or how useful the content is. The learning environment was an online web-based training on smart phone addiction. The independent variable was the provision of metamotivational prompts during learning with the digital learning environment. Metamotivational prompts were provided by means of two pop-up-windows that were displayed immediately after the beginning of the learning process and close to the end. Results showed that learners that used the prompts effectively, slightly outperformed others in the knowledge post-test, although not significantly. Learners in the experimental group changed from extrinsic towards more intrinsic levels of motivation. In the control group, the outcome was the other way around. Analyses revealed that prompting used in a meaningful sense also significantly increases self-controlled motivation.

Educational and Scientific Significance
Overall, we found hardly significant effects of metamotivational prompts on knowledge acquisition, but on self-controlled motivation. Findings indicates that the quality of the use of metamotivational scaffolding is what matters most. Outcomes hardly coincide with results, e.g., from Daumiller and Dresel (2019) on metacognitive control and learning motivation with samples of university students.

Authors

• Joerg Zumbach, Paris Lodron University Salzburg

• Simone Reitstaetter, University of Salzburg

• Bettina Mann, University of Salzburg

• Ines Zeitlhofer, University of Salzburg

• Sandra Hoermann, Paris Lodron University Salzburg

• Hermann Astleitner, University of Salzburg