How Multiple Levels of Metacognitive Awareness Operate in Collaborative Problem Solving

Autor/inn/en	Çini, Ahsen; Järvelä, Sanna; Dindar, Muhterem; Malmberg, Jonna
Titel	How Multiple Levels of Metacognitive Awareness Operate in Collaborative Problem Solving
Quelle	In: Metacognition and Learning, 18 (2023) 3, S.891-922 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Çini, Ahsen) ORCID (Järvelä, Sanna) ORCID (Dindar, Muhterem) ORCID (Malmberg, Jonna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-023-09358-7
Schlagwörter	Metacognition; Video Technology; Measures (Individuals); Problem Solving; Computer Simulation; Undergraduate Students; Task Analysis; Difficulty Level; Nonverbal Communication; Group Dynamics; Cooperative Learning + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Messdaten; Problemlösen; Computergrafik; Computersimulation; Aufgabenanalyse; Schwierigkeitsgrad; Non-verbal communication; Nonverbale Kommunikation; Gruppendynamik; Kooperatives Lernen
Abstract	Metacognitive awareness is knowing about learners' own thinking and learning, facilitated by introspection and self-evaluation. Although metacognitive functions are personal, they cannot be explained simply by individual conceptions, especially in a collaborative group learning context. This study considers metacognitive awareness on multiple levels. It investigates how metacognitive awareness at the individual, social, and environmental levels are associated with collaborative problem solving (CPS). Seventy-seven higher education students collaborated in triads on a computer-based simulation about running a fictional company for 12 simulated months. The individual level of metacognitive awareness was measured using the Metacognitive Awareness Inventory. The social level of metacognitive awareness was measured multiple times during CPS through situated self-reports, that is, metacognitive judgements and task difficulty. The environmental level of metacognitive awareness was measured via a complex CPS process so that group members' interactions were video recorded and facial expression data were created by post-processing video-recorded data. Perceived individual and group performance were measured with self-reports at the end of the CPS task. In the analysis, structural equation modelling was conducted to observe the relationships between multiple levels of metacognitive awareness and CPS task performance. Three-level multilevel modelling was also used to understand the effect of environmental-level metacognitive awareness. The results reveal that facial expression recognition makes metacognitive awareness visible in a collaborative context. This study contributes to research on metacognition by displaying both the relatively static and dynamic aspects of metacognitive awareness in CPS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01