Using Metacognitive Prompts to Enhance Self-Regulated Learning and Academic Performance: A Meta-Analysis of Studies in Computer-Based Learning Environments

• In Event: Self-Regulated Learning and Motivation in Technology

Abstract

The current study took a meta-analytic approach to critically evaluate evidence for the effects of metacognitive prompts on students’ self-regulated learning (SRL) activities and learning outcomes in the context of computer-based learning environments (CBLEs). With random-effects models, the results demonstrated that metacognitive prompts significantly enhanced SRL activities (g=0.38, 95% confidence interval [0.25, 0.50]) and learning outcomes (g=0.45, 95% confidence interval [0.24, 0.65]) relative to control conditions. Furthermore, moderator analyses revealed that the effects varied across contextual characteristics, prompts features and measurement instruments.

Author

• Lin Guo