Supporting technology-enhanced inquiry through metacognitive and cognitive prompts: Sequential analysis of metacognitive actions in response to mixed prompts

Ying Shao Hsu, Chia Yu Wang, Wen Xin Zhang

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

The aim of this study was to develop and examine supports for inquiry practices in computer-based learning environments (CBLEs). Two kinds of supports for inquiry practices were developed, namely cognitive and metacognitive prompts. We employed a multiple case study design to analyze students' metacognitive reactions to these two kinds of prompts and the fading effect on the regulation process using a sequential analysis technique. The results of this study indicate that the high level inquiry group performed not only more metacognitive actions of monitoring and evaluating, but also performed them in different sequences than the less successful students (the middle and low level inquiry groups) during the prompted inquiry tasks. The sequential analysis in this study identified the students' crucial learning patterns of successful inquiry practices in both the structured and guided inquiry stages. The findings can be used to explore the possible alignment between scaffolding and learning behaviors, and the mechanism of fading for inquiry-based learning in CBLEs.

Original languageEnglish
Pages (from-to)701-712
Number of pages12
JournalComputers in Human Behavior
Volume72
DOIs
Publication statusPublished - 2017 Jul 1

Fingerprint

Learning
Students
Technology
Monitoring
Prompts
Sequential Analysis
Learning Environment

Keywords

  • Inquiry
  • Metacognition
  • Prompts
  • Sequential analysis
  • Technology-enhanced learning

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Human-Computer Interaction
  • Psychology(all)

Cite this

@article{c081abc5f7fc44b8a2517b3ab9be57bf,
title = "Supporting technology-enhanced inquiry through metacognitive and cognitive prompts: Sequential analysis of metacognitive actions in response to mixed prompts",
abstract = "The aim of this study was to develop and examine supports for inquiry practices in computer-based learning environments (CBLEs). Two kinds of supports for inquiry practices were developed, namely cognitive and metacognitive prompts. We employed a multiple case study design to analyze students' metacognitive reactions to these two kinds of prompts and the fading effect on the regulation process using a sequential analysis technique. The results of this study indicate that the high level inquiry group performed not only more metacognitive actions of monitoring and evaluating, but also performed them in different sequences than the less successful students (the middle and low level inquiry groups) during the prompted inquiry tasks. The sequential analysis in this study identified the students' crucial learning patterns of successful inquiry practices in both the structured and guided inquiry stages. The findings can be used to explore the possible alignment between scaffolding and learning behaviors, and the mechanism of fading for inquiry-based learning in CBLEs.",
keywords = "Inquiry, Metacognition, Prompts, Sequential analysis, Technology-enhanced learning",
author = "Hsu, {Ying Shao} and Wang, {Chia Yu} and Zhang, {Wen Xin}",
year = "2017",
month = "7",
day = "1",
doi = "10.1016/j.chb.2016.10.004",
language = "English",
volume = "72",
pages = "701--712",
journal = "Computers in Human Behavior",
issn = "0747-5632",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Supporting technology-enhanced inquiry through metacognitive and cognitive prompts

T2 - Sequential analysis of metacognitive actions in response to mixed prompts

AU - Hsu, Ying Shao

AU - Wang, Chia Yu

AU - Zhang, Wen Xin

PY - 2017/7/1

Y1 - 2017/7/1

N2 - The aim of this study was to develop and examine supports for inquiry practices in computer-based learning environments (CBLEs). Two kinds of supports for inquiry practices were developed, namely cognitive and metacognitive prompts. We employed a multiple case study design to analyze students' metacognitive reactions to these two kinds of prompts and the fading effect on the regulation process using a sequential analysis technique. The results of this study indicate that the high level inquiry group performed not only more metacognitive actions of monitoring and evaluating, but also performed them in different sequences than the less successful students (the middle and low level inquiry groups) during the prompted inquiry tasks. The sequential analysis in this study identified the students' crucial learning patterns of successful inquiry practices in both the structured and guided inquiry stages. The findings can be used to explore the possible alignment between scaffolding and learning behaviors, and the mechanism of fading for inquiry-based learning in CBLEs.

AB - The aim of this study was to develop and examine supports for inquiry practices in computer-based learning environments (CBLEs). Two kinds of supports for inquiry practices were developed, namely cognitive and metacognitive prompts. We employed a multiple case study design to analyze students' metacognitive reactions to these two kinds of prompts and the fading effect on the regulation process using a sequential analysis technique. The results of this study indicate that the high level inquiry group performed not only more metacognitive actions of monitoring and evaluating, but also performed them in different sequences than the less successful students (the middle and low level inquiry groups) during the prompted inquiry tasks. The sequential analysis in this study identified the students' crucial learning patterns of successful inquiry practices in both the structured and guided inquiry stages. The findings can be used to explore the possible alignment between scaffolding and learning behaviors, and the mechanism of fading for inquiry-based learning in CBLEs.

KW - Inquiry

KW - Metacognition

KW - Prompts

KW - Sequential analysis

KW - Technology-enhanced learning

UR - http://www.scopus.com/inward/record.url?scp=84994476540&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84994476540&partnerID=8YFLogxK

U2 - 10.1016/j.chb.2016.10.004

DO - 10.1016/j.chb.2016.10.004

M3 - Article

AN - SCOPUS:84994476540

VL - 72

SP - 701

EP - 712

JO - Computers in Human Behavior

JF - Computers in Human Behavior

SN - 0747-5632

ER -