Metacognitive Prompt Overdose: Positive and Negative Effects of Prompts in iSTART [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (10th, 2017).

Autor/inn/en	McCarthy, Kathryn S.; Johnson, Amy M.; Likens, Aaron D.; Martin, Zachary; McNamara, Danielle S.
Titel	Metacognitive Prompt Overdose: Positive and Negative Effects of Prompts in iSTART [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (10th, 2017).
Quelle	(2017), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Metacognition; Prompting; Intelligent Tutoring Systems; Reading Instruction; Reading Strategies; Reading Comprehension; Educational Games; Scores; Feedback (Response); Self Evaluation (Individuals); Difficulty Level; High School Students; Statistical Analysis + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Benutzerführung; Intelligentes Tutorsystem; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Educational game; Lernspiel; Schwierigkeitsgrad; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse
Abstract	Interactive Strategy Training for Active Reading and Thinking (iSTART) is an intelligent tutoring system that supports reading comprehension through self-explanation (SE) training. This study tested how two metacognitive features, presented in a 2 x 2 design, affected students' SE scores during training. The "performance notification" feature notified students when their average SE score dropped below an experimenter-set threshold. The "self-rating" feature asked participants to rate their own SE scores. Analyses of SE scores during training indicated that neither feature increased SE scores and, on the contrary, seemed to decrease SE performance after the first instance. These findings suggest that too many metacognitive prompts can be detrimental, particularly in a system that provides metacognitive strategy training. [This paper was published in: X. Hu, T. Barnes, A. Hershkovitz, & L. Paquette (Eds.), "Proceedings of the 10th International Conference on Educational Data Mining" (pp. 404-405). Wuhan, China: International Educational Data Mining Society.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01