Differential effects of students' self-directed metacognitive prompts.
Elisabeth PiegerMaria BannertPublished in: Comput. Hum. Behav. (2018)
Keyphrases
- learning experience
- learning outcomes
- epistemological beliefs
- mental models
- learning gains
- learning environment
- learning achievement
- learning processes
- learning strategies
- problem based learning
- control group
- pilot study
- student learning
- open ended
- assessment tool
- computer based instruction
- individual differences
- scientific inquiry
- mobile learning
- experimental group
- student achievement
- instructional design
- video games
- collaborative learning
- learning process
- learning styles
- college students
- university students
- instructional strategies
- knowledge construction
- e learning
- reflective learning
- learning tools
- undergraduate students
- learning activities
- higher education
- significantly higher
- computer supported collaborative learning
- statistically significant
- high school students
- distance education
- distance learning
- concept mapping
- conceptual change
- online course
- science learning
- grade students
- mobile devices
- secondary school
- university level
- dependent variables
- concept maps
- intelligent tutoring systems
- learning community
- formative assessment
- elementary school
- erroneous examples
- programming course
- metacognitive processes