Designing metacognitive support for hypermedia learning

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Cover illustration by Francesco Gallo
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Published: Jan 1, 2010
DOI: https://doi.org/10.17471/2499-4324/287
Keywords:
Educational Technology, Technology Enhanced Learning (TEL), Metacognition and Learning Environments, metacognitive support, hypermedia learning, knowledge acquisition

Main Article Content

Maria Bannert
Chemnitz University of Technology, Department of Education and Philosophy, School of Humanities and Social Science, Chemnitz

Abstract

The aim of this study is to investigate the effects of metacognitive support on learning with hypermedia. It is assumed that prompting metacognitive reflection will affect the learning process by encouraging students to demonstrate metacognitive behaviour more frequently, leading to better learning performance. The metacognitive support provided was developed on the basis of existing research and was tested experimentally. By means of indirect prompting, the students in the experimental group (n=20) were led to conduct metacognitive activities during learning. No metacognitive support was offered to the control group (n=20). The results of the learning process and learning outcomes confirm the positive effects of metacognitive support, especially where students complied with the offered support in the intended way.

Article Details

Issue
Vol. 18 No. 1 (2010): TD49 - Metacognition and Learning Environments
Section
Articles - Special Issue

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