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From Passive to Metacognitive: The Role of Mode of Engagement in Enabling Lasting Learning Using Digital Media

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Title: From Passive to Metacognitive: The Role of Mode of Engagement in Enabling Lasting Learning Using Digital Media
Language: English
Authors: Yoana Omarchevska (ORCID 0000-0001-6779-4472), Brendan A. Schuetze (ORCID 0000-0002-5210-6785), Juliane Richter (ORCID 0000-0001-8418-0931), Sascha Schanze (ORCID 0000-0002-5570-4991), Nina Ulrich (ORCID 0000-0002-1125-5450), Katharina Scheiter (ORCID 0000-0002-9397-7544)
Source: Educational Psychology Review. 2026 38(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 33
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Metacognition, Learner Engagement, Chemistry, Secondary School Students, Textbooks, Electronic Publishing, Learning Processes, Profiles, Predictor Variables, Electronic Learning, Science Education
DOI: 10.1007/s10648-026-10120-z
ISSN: 1040-726X
1573-336X
Abstract: The current study presents a theory-driven, person-centered analysis of the relationship between different modes of cognitive and metacognitive engagement and immediate and delayed knowledge in chemistry. In a classroom study with high ecological validity, we inferred cognitive and metacognitive engagement from log files of secondary school students' (N = 235) activities completed within the context of a digital chemistry textbook. We used the ICAP framework to classify cognitive engagement as either passive, active, or constructive, and we extend the framework to include metacognitive engagement. A latent profile analysis identified six distinct latent profiles, characterized by different distributions of student cognitive and metacognitive engagement while learning with the digital textbook: Disengaged; Low Metacognition; Disfavors Active; Moderate Engagement; Metacognitive, but not Constructive; and High Overall Engagement. We found that these profiles were predictive of immediate (one week later) and delayed (six to eight weeks later) chemistry knowledge, even after controlling for prior knowledge. Post-hoc tests indicated that "High Overall Engagement" and "Metacognitive, but not Constructive" were the best performing profiles in both immediate and delayed learning outcomes. Interestingly, profile membership was not predicted by self-reported chemistry self-concept or interest, measured prior to learning with the digital textbook. Our findings provide a novel extension of the ICAP framework and highlight the role of metacognitive engagement for lasting learning in digital learning environments.
Abstractor: As Provided
Notes: https://osf.io/uypfk/?view_only=11d819491f7b4b158ef984ebf02f470e
Entry Date: 2026
Accession Number: EJ1508638
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Yoana+Omarchevska%22">Yoana Omarchevska</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6779-4472">0000-0001-6779-4472</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brendan+A%2E+Schuetze%22">Brendan A. Schuetze</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5210-6785">0000-0002-5210-6785</externalLink>)<br /><searchLink fieldCode="AR" term="%22Juliane+Richter%22">Juliane Richter</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8418-0931">0000-0001-8418-0931</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sascha+Schanze%22">Sascha Schanze</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5570-4991">0000-0002-5570-4991</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nina+Ulrich%22">Nina Ulrich</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1125-5450">0000-0002-1125-5450</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katharina+Scheiter%22">Katharina Scheiter</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9397-7544">0000-0002-9397-7544</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: The current study presents a theory-driven, person-centered analysis of the relationship between different modes of cognitive and metacognitive engagement and immediate and delayed knowledge in chemistry. In a classroom study with high ecological validity, we inferred cognitive and metacognitive engagement from log files of secondary school students' (N = 235) activities completed within the context of a digital chemistry textbook. We used the ICAP framework to classify cognitive engagement as either passive, active, or constructive, and we extend the framework to include metacognitive engagement. A latent profile analysis identified six distinct latent profiles, characterized by different distributions of student cognitive and metacognitive engagement while learning with the digital textbook: Disengaged; Low Metacognition; Disfavors Active; Moderate Engagement; Metacognitive, but not Constructive; and High Overall Engagement. We found that these profiles were predictive of immediate (one week later) and delayed (six to eight weeks later) chemistry knowledge, even after controlling for prior knowledge. Post-hoc tests indicated that "High Overall Engagement" and "Metacognitive, but not Constructive" were the best performing profiles in both immediate and delayed learning outcomes. Interestingly, profile membership was not predicted by self-reported chemistry self-concept or interest, measured prior to learning with the digital textbook. Our findings provide a novel extension of the ICAP framework and highlight the role of metacognitive engagement for lasting learning in digital learning environments.
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  Data: As Provided
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  Data: https://osf.io/uypfk/?view_only=11d819491f7b4b158ef984ebf02f470e
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