Abstract
To effectively process complex information within intelligent tutoring systems (ITSs), learners are required to engage in metacognitive monitoring micro-processes (content evaluations [CEs], judgments of learning [JOLs], feelings of knowing [FOKs], and monitoring progress towards goals [MPTGs]). Learners’ average monitoring micro-process strategy frequencies were used to examine learning gains using a person-centered approach as they interacted with MetaTutor. Undergraduates (n = 94) engaged in self-initiated and system-facilitated self-regulated learning (SRL) strategies as they studied the human circulatory system with MetaTutor, a hypermedia-based ITS. Using hierarchical clustering, results showed a difference in learning between clusters differing in metacognitive monitoring process usage. Specifically, learners who used both CEs and FOKs for a greater proportion of monitoring strategy usage had significantly greater learning gains than learners who used MPTGs. Implications for monitoring strategy usage across different micro-processes and the development of ITSs to facilitate and scaffold learners’ interactions with these micro-processes via prompting are discussed.
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Acknowledgements
This research was supported by funding from the National Science Foundation (DRL#1661202, DUE#1761178, DRL#1916417, IIS#1917728), the Social Sciences and Humanities Research Council of Canada (SSHRC 895-2011-1006). The authors would also like to thank members of the SMART Lab at UCF for their contributions.
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Dever, D.A., Wortha, F., Wiedbusch, M.D., Azevedo, R. (2021). Effectiveness of System-Facilitated Monitoring Strategies on Learning in an Intelligent Tutoring System. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies: New Challenges and Learning Experiences. HCII 2021. Lecture Notes in Computer Science(), vol 12784. Springer, Cham. https://doi.org/10.1007/978-3-030-77889-7_17
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