Can Monitoring Prompts Help to Reduce a Confidence Bias When Learning With Multimedia?

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Emely Hoch, Katharina Fleig, K. Scheiter
{"title":"Can Monitoring Prompts Help to Reduce a Confidence Bias When Learning With Multimedia?","authors":"Emely Hoch, Katharina Fleig, K. Scheiter","doi":"10.1026/0049-8637/a000279","DOIUrl":null,"url":null,"abstract":"Abstract: Accurate monitoring is important, as it guides subsequent control of learning. With multimedia, learners often overestimate their learning. Retrieval practice provides insight into one’s understanding; still, it might not improve monitoring. In an online experiment with two groups, participants ( N = 146) performed retrieval practice while studying multimedia instructions. We investigated whether monitoring prompts affect metacognitive accuracy, subsequent learning behavior, and performance: One group repeatedly received prompts, whereas a control group did not. After studying, both groups provided metacognitive judgments for a subsequent posttest. As expected, learners in the control group were overconfident about their learning; however, unexpectedly, prompted learners were also overconfident and did not differ from the control group. Nevertheless, prompted learners provided longer answers to retrieval tasks, which increased their posttest performance (indirect mediation). We observed no mediation for learning time or retrieval performance, although retrieval performance did relate to posttest performance. The results suggest that monitoring prompts do not improve metacognitive accuracy per se but might improve learning outcomes by controlling subsequent learning.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":"1 1","pages":""},"PeriodicalIF":1.5000,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1026/0049-8637/a000279","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 2

Abstract

Abstract: Accurate monitoring is important, as it guides subsequent control of learning. With multimedia, learners often overestimate their learning. Retrieval practice provides insight into one’s understanding; still, it might not improve monitoring. In an online experiment with two groups, participants ( N = 146) performed retrieval practice while studying multimedia instructions. We investigated whether monitoring prompts affect metacognitive accuracy, subsequent learning behavior, and performance: One group repeatedly received prompts, whereas a control group did not. After studying, both groups provided metacognitive judgments for a subsequent posttest. As expected, learners in the control group were overconfident about their learning; however, unexpectedly, prompted learners were also overconfident and did not differ from the control group. Nevertheless, prompted learners provided longer answers to retrieval tasks, which increased their posttest performance (indirect mediation). We observed no mediation for learning time or retrieval performance, although retrieval performance did relate to posttest performance. The results suggest that monitoring prompts do not improve metacognitive accuracy per se but might improve learning outcomes by controlling subsequent learning.
监控提示有助于减少使用多媒体学习时的信心偏差吗?
摘要:准确的监测是重要的,因为它指导了学习的后续控制。使用多媒体,学习者往往高估他们的学习。检索练习提供了洞察一个人的理解;不过,它可能不会改善监控。在两组在线实验中,参与者(N = 146)在学习多媒体指令的同时进行检索练习。我们调查了监控提示是否会影响元认知准确性、随后的学习行为和表现:一组反复收到提示,而对照组没有。研究结束后,两组都为随后的后测提供了元认知判断。不出所料,对照组的学习者对自己的学习过于自信;然而,出乎意料的是,提示学习者也过度自信,与对照组没有差异。然而,提示型学习者对检索任务提供了更长的答案,这提高了他们的测试后表现(间接中介)。我们没有观察到学习时间或检索性能的中介,尽管检索性能确实与测试后的表现有关。结果表明,监测提示本身并不能提高元认知准确性,但可能通过控制后续学习来改善学习结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
2.10
自引率
0.00%
发文量
12
期刊介绍: Organ der Deutschen Gesellschaft für Psychologie (DGPs) und der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信