Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?

Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?

Abstract Students must engage in self-regulated learning in computer-based learning environments; however, many students experience difficulties in doing so. Therefore, this study aims to investigate self-created metacognitive prompts as a means of supporting students in their learning process and i...

Szczegółowa specyfikacja

Opis bibliograficzny
Główni autorzy: Katharina Engelmann, Maria Bannert, Nadine Melzner
Format: Artykuł
Język:English
Wydane: The Asia-Pacific Society for Computers in Education (APSCE) 2021-02-01
Seria:Research and Practice in Technology Enhanced Learning
Hasła przedmiotowe:
Self-created prompts
Metacognitive prompts
Self-regulated learning
Knowledge acquisition
Long-term effects
Dostęp online:https://doi.org/10.1186/s41039-021-00148-w

Internet

https://doi.org/10.1186/s41039-021-00148-w

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