Integrating Metacognition Instruction in Interactive Learning Environments

This thesis by Claudia Amado Gama provides a thorough overview of several models of metacognition, several metacognition assessment instruments, the design of instructional metacognitive activities, and how metacognition can be incorporated into interactive learning environments.  It then focuses on the reflection assistant model, and describes an experimental study of the implementation of Metacognitive Instruction using a Reflective Approach in a problem-solving learning environment, specifically an algebra course. As part of this study the author “created two measures of knowledge monitoring: knowledge monitoring accuracy (KMA) and knowledge monitoring bias (KMB). These values are used by the reflective activities to promote awareness of the student’s own state of knowledge monitoring and to trigger changes and improvements.” (p.169) Although some limitations of the model are also pointed out (e.g. lack of flexibility and a simple focus on knowledge monitoring), data suggested that the approach “helped students monitor their problem solving time better; it discouraged rushing to attempt to write down a solution to the problems (as reported by many students in the interviews) as well as ending their time without an answer to the problem (as shown by the statistical test as marginally significant)..” (p. 170)

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