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Monitoring students' goal setting and metacognitive knowledge in technology-enhanced learning with metacognitive prompts

机译：通过元认知提示监视学生在技术增强学习中的目标设定和元认知知识

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摘要

The purpose of this study is to analyse individual students' goal setting and metacognitive knowledge using the learning platform developed for the "Electricity in Our Lives" unit. A descriptive case study was applied in this work. The participants were three fourteen-year-old students from a seventh grade classroom. The data were gathered from the students' self-explanations as recorded in the learning platform database. The content analysis showed that the instruction with the learning platform helped the students overcome the difficulties they felt regarding the concept of electricity and enabled them to set goals with an intrinsic orientation. However, while the students were engaged in the same learning platform activities, they made different reflections on their metacognitive knowledge. Remarkable progress was observed in all but one students' metacognitive knowledge. It was suggested that the students should have educational experiences via learning platform for longer periods and in a wider range of activities in order for them to monitor their goal setting and metacognitive knowledge effectively.
机译：这项研究的目的是使用为“生活中的电”单元开发的学习平台来分析个别学生的目标设定和元认知知识。一个描述性的案例研究被应用于这项工作。参与者是来自七年级教室的三名14岁的学生。数据是从学生的自我解释中收集的，记录在学习平台数据库中。内容分析表明，通过学习平台进行的指导帮助学生克服了他们在用电概念上遇到的困难，并使他们能够以内在的方向设定目标。然而，当学生们从事相同的学习平台活动时，他们对他们的元认知知识有不同的思考。除一名学生的元认知知识外，其他所有学生的元认知知识均取得了显着进步。建议学生应通过学习平台进行更长时间和更广泛的活动的教育经历，以便他们有效地监测目标设定和元认知知识。

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