Exploring the effects of metacognitive prompts on learning outcomes: An experimental study in higher education.
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| Title: | Exploring the effects of metacognitive prompts on learning outcomes: An experimental study in higher education. |
|---|---|
| Authors: | Juhaňák, Libor1, Juřík, Vojtěch1,2,3,4 jurik.vojtech@mail.muni.cz, Dostálová, Nicol1, Juříková, Zuzana1 |
| Source: | Australasian Journal of Educational Technology. 2025, Vol. 41 Issue 1, p42-59. 18p. |
| Subject Terms: | *Self-regulated learning, *Learning, *Educational outcomes, *Education research, *Online education |
| Abstract: | The use of metacognitive prompting to support self-regulated learning is a well-established area of research in education. Despite receiving considerable attention, the precise mechanism of prompting and its effects on the learning process remain unclear, especially in the context of multimedia learning. This study employed a controlled laboratory experimental design to empirically investigate the effects of metacognitive prompting on learning outcomes, considering both text-based and multimedia learning materials. A population of 110 native Czech undergraduate students in the humanities and social sciences participated in the experiment. Contrary to expectations, metacognitive prompting was not identified as a significant predictor of learning outcomes. Post-hoc analysis indicated that the effects of metacognitive prompting depend on various differences in students and their cognitive processing, which may be further influenced by the nature of the learning material. These findings underscore the importance of considering individual differences when designing and implementing metacognitive prompts in multimedia learning, as well as for follow-up research where they should be closely inspected. Implications for practice or policy: * The findings of this study emphasise the importance of individual differences among students in the domain of self-regulated learning, which should be considered when creating meta-cognitive prompts. * When designing online learning materials, instructional designers should be aware that the effectiveness of metacognitive prompts may vary depending on the type of learning material. * Educators can focus on providing additional support (beyond metacognitive prompts) to low-achieving students to help them develop their ability to regulate their own learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185145263 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the effects of metacognitive prompts on learning outcomes: An experimental study in higher education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Juhaňák%2C+Libor%22">Juhaňák, Libor</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Juřík%2C+Vojtěch%22">Juřík, Vojtěch</searchLink><relatesTo>1,2,3,4</relatesTo><i> jurik.vojtech@mail.muni.cz</i><br /><searchLink fieldCode="AR" term="%22Dostálová%2C+Nicol%22">Dostálová, Nicol</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Juříková%2C+Zuzana%22">Juříková, Zuzana</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Educational+Technology%22">Australasian Journal of Educational Technology</searchLink>. 2025, Vol. 41 Issue 1, p42-59. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The use of metacognitive prompting to support self-regulated learning is a well-established area of research in education. Despite receiving considerable attention, the precise mechanism of prompting and its effects on the learning process remain unclear, especially in the context of multimedia learning. This study employed a controlled laboratory experimental design to empirically investigate the effects of metacognitive prompting on learning outcomes, considering both text-based and multimedia learning materials. A population of 110 native Czech undergraduate students in the humanities and social sciences participated in the experiment. Contrary to expectations, metacognitive prompting was not identified as a significant predictor of learning outcomes. Post-hoc analysis indicated that the effects of metacognitive prompting depend on various differences in students and their cognitive processing, which may be further influenced by the nature of the learning material. These findings underscore the importance of considering individual differences when designing and implementing metacognitive prompts in multimedia learning, as well as for follow-up research where they should be closely inspected. Implications for practice or policy: * The findings of this study emphasise the importance of individual differences among students in the domain of self-regulated learning, which should be considered when creating meta-cognitive prompts. * When designing online learning materials, instructional designers should be aware that the effectiveness of metacognitive prompts may vary depending on the type of learning material. * Educators can focus on providing additional support (beyond metacognitive prompts) to low-achieving students to help them develop their ability to regulate their own learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14742/ajet.9486 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 42 Subjects: – SubjectFull: Self-regulated learning Type: general – SubjectFull: Learning Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Education research Type: general – SubjectFull: Online education Type: general Titles: – TitleFull: Exploring the effects of metacognitive prompts on learning outcomes: An experimental study in higher education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Juhaňák, Libor – PersonEntity: Name: NameFull: Juřík, Vojtěch – PersonEntity: Name: NameFull: Dostálová, Nicol – PersonEntity: Name: NameFull: Juříková, Zuzana IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14493098 Numbering: – Type: volume Value: 41 – Type: issue Value: 1 Titles: – TitleFull: Australasian Journal of Educational Technology Type: main |
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