The Impact of On-Demand Metacognitive Help on Effortful Behaviour: A Longitudinal Study Using Task-Related Visual Analytics
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| Title: | The Impact of On-Demand Metacognitive Help on Effortful Behaviour: A Longitudinal Study Using Task-Related Visual Analytics |
|---|---|
| Language: | English |
| Authors: | Papamitsiou, Zacharoula (ORCID |
| Source: | Journal of Computer Assisted Learning. Feb 2021 37(1):109-126. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Metacognition, Help Seeking, Learning Analytics, Student Behavior, Longitudinal Studies, Task Analysis, Reaction Time, Learning Strategies |
| DOI: | 10.1111/jcal.12472 |
| ISSN: | 0266-4909 |
| Abstract: | This longitudinal study investigates the differences in learners' effortful behaviour over time due to receiving metacognitive help--in the form of on-demand task-related visual analytics. Specifically, learners' interactions (N = 67) with the tasks were tracked during four self-assessment activities, conducted at four discrete points in time, over a period of 8 weeks. The considered and coded time points were: (a) prior to providing the metacognitive help; (b) while the task-related visual analytics were available (treatment); (c) after the removal of the treatment; and (d) while the option to receive metacognitive help was available again. To measure learners' effortful behaviour across the self-assessment activities, this study utilized learners' response-times to correctly/wrongly complete the tasks and on-task effort expenditure. The panel data analysis shown that the usage of metacognitive help caused statistically significant changes in learners' effortful behaviour, mostly in the third and fourth phase. Statistically significant changes were detected also in the usage of metacognitive help. These results provide empirical evidence on the benefits of task-related visual analytics to support learners' on-task engagement, and suggest relevant cues on how metacognitive help could be designed and prompted by focusing on the "task", instead of the "self". |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1281066 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1281066 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Impact of On-Demand Metacognitive Help on Effortful Behaviour: A Longitudinal Study Using Task-Related Visual Analytics – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Papamitsiou%2C+Zacharoula%22">Papamitsiou, Zacharoula</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0982-3623">0000-0002-0982-3623</externalLink>)<br /><searchLink fieldCode="AR" term="%22Economides%2C+Anastasios+A%2E%22">Economides, Anastasios A.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. Feb 2021 37(1):109-126. – Name: Avail Label: Availability Group: Avail Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2021 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Help+Seeking%22">Help Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Analytics%22">Learning Analytics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Reaction+Time%22">Reaction Time</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1111/jcal.12472 – Name: ISSN Label: ISSN Group: ISSN Data: 0266-4909 – Name: Abstract Label: Abstract Group: Ab Data: This longitudinal study investigates the differences in learners' effortful behaviour over time due to receiving metacognitive help--in the form of on-demand task-related visual analytics. Specifically, learners' interactions (N = 67) with the tasks were tracked during four self-assessment activities, conducted at four discrete points in time, over a period of 8 weeks. The considered and coded time points were: (a) prior to providing the metacognitive help; (b) while the task-related visual analytics were available (treatment); (c) after the removal of the treatment; and (d) while the option to receive metacognitive help was available again. To measure learners' effortful behaviour across the self-assessment activities, this study utilized learners' response-times to correctly/wrongly complete the tasks and on-task effort expenditure. The panel data analysis shown that the usage of metacognitive help caused statistically significant changes in learners' effortful behaviour, mostly in the third and fourth phase. Statistically significant changes were detected also in the usage of metacognitive help. These results provide empirical evidence on the benefits of task-related visual analytics to support learners' on-task engagement, and suggest relevant cues on how metacognitive help could be designed and prompted by focusing on the "task", instead of the "self". – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2021 – Name: AN Label: Accession Number Group: ID Data: EJ1281066 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1281066 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/jcal.12472 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 109 Subjects: – SubjectFull: Metacognition Type: general – SubjectFull: Help Seeking Type: general – SubjectFull: Learning Analytics Type: general – SubjectFull: Student Behavior Type: general – SubjectFull: Longitudinal Studies Type: general – SubjectFull: Task Analysis Type: general – SubjectFull: Reaction Time Type: general – SubjectFull: Learning Strategies Type: general Titles: – TitleFull: The Impact of On-Demand Metacognitive Help on Effortful Behaviour: A Longitudinal Study Using Task-Related Visual Analytics Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Papamitsiou, Zacharoula – PersonEntity: Name: NameFull: Economides, Anastasios A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 0266-4909 Numbering: – Type: volume Value: 37 – Type: issue Value: 1 Titles: – TitleFull: Journal of Computer Assisted Learning Type: main |
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