Can self-paced learning improve judgments of learning accuracy ? Evidence from paired materials learning

Abstract

Enhancing students’ academic performance is an important concern among educators. Self-paced learning has been shown to improve memory performance, yet its role in promoting the accuracy of metacognitive monitoring remains to be investigated. This study systematically investigates how self-paced learning affects the accuracy of judgments of learning (JOLs) across different material types. Through two experiments, this study demonstrates that self-paced learning selectively enhances the resolution of delayed JOLs without significantly improving calibration. Notably, this enhancement effect shows robust stability across both word and image materials, with computational modeling revealing that increased decision thresholds serve as the core mechanism underlying this improvement. Our findings indicate that when learners control their study pace, they adopt more stringent monitoring criteria during delayed JOLs, particularly for materials requiring retrieval-based processing. These results not only clarify the specific pathway through which self-paced learning facilitates metacognitive monitoring but also provide empirical support for implementing delayed JOLs in educational settings.