How multiple levels of metacognitive awareness operate in collaborative problem solving

IF 3.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Metacognition and Learning Pub Date : 2023-09-26 DOI:10.1007/s11409-023-09358-7

Ahsen Çini, Sanna Järvelä, Muhterem Dindar, Jonna Malmberg

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Abstract

Abstract Metacognitive awareness is knowing about learners’ own thinking and learning, facilitated by introspection and self-evaluation. Although metacognitive functions are personal, they cannot be explained simply by individual conceptions, especially in a collaborative group learning context. This study considers metacognitive awareness on multiple levels. It investigates how metacognitive awareness at the individual, social, and environmental levels are associated with collaborative problem solving (CPS). Seventy-seven higher education students collaborated in triads on a computer-based simulation about running a fictional company for 12 simulated months. The individual level of metacognitive awareness was measured using the Metacognitive Awareness Inventory. The social level of metacognitive awareness was measured multiple times during CPS through situated self-reports, that is, metacognitive judgements and task difficulty. The environmental level of metacognitive awareness was measured via a complex CPS process so that group members’ interactions were video recorded and facial expression data were created by post-processing video-recorded data. Perceived individual and group performance were measured with self-reports at the end of the CPS task. In the analysis, structural equation modelling was conducted to observe the relationships between multiple levels of metacognitive awareness and CPS task performance. Three-level multilevel modelling was also used to understand the effect of environmental-level metacognitive awareness. The results reveal that facial expression recognition makes metacognitive awareness visible in a collaborative context. This study contributes to research on metacognition by displaying both the relatively static and dynamic aspects of metacognitive awareness in CPS.

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多元元认知意识在协作解决问题中是如何运作的

元认知意识是通过内省和自我评价来了解学习者自身的思维和学习。虽然元认知功能是个人的，但它们不能简单地用个人概念来解释，特别是在协作小组学习环境中。本研究从多个层面考虑元认知意识。它调查了个人、社会和环境层面的元认知意识如何与协作解决问题(CPS)相关联。77名受过高等教育的学生组成三合会，在电脑上模拟经营一家虚构公司12个月。采用元认知意识量表测量个体元认知意识水平。在CPS过程中，通过情境自我报告多次测量元认知意识的社会水平，即元认知判断和任务难度。元认知意识的环境水平通过一个复杂的CPS过程来测量，小组成员的互动被录像，面部表情数据被后处理的录像数据生成。在CPS任务结束时，用自我报告来衡量个人和团体的表现。在分析中，我们采用结构方程模型来观察不同层次的元认知意识与CPS任务绩效之间的关系。采用三级多层次模型来理解环境水平元认知意识的影响。结果表明，面部表情识别使元认知意识在协作环境中可见。本研究通过展示CPS中元认知意识的相对静态和动态两个方面，为元认知的研究做出了贡献。

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来源期刊

Metacognition and Learning Multiple-

CiteScore

6.20

自引率

15.20%

发文量

期刊介绍： The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.