Setting the stage for the metacognition during hypermedia learning: What motivation constructs matter?
Computers & Education Volume 70, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Think-aloud and self-report data from 85 undergraduates were used to examine the relationship between motivation constructs and metacognition during hypermedia learning. Participants used hypermedia for 30 min to learn about the circulatory system. Think-aloud data were collected during this 30-min learning task to determine the extent to which participants used metacognitive processes related to monitoring: their understanding, the environment, and goals. Additionally, participants completed a self-report questionnaire, which measured various motivation constructs. Results from stepwise regressions indicated that self-efficacy significantly predicted the extent to which participants monitored emerging understanding and relevancy of content in the environment. Additionally, results indicated that extrinsic motivation significantly predicted the extent to which participants monitored their learning task goals with hypermedia. Lastly, results indicated a significant, positive relationship between self-efficacy and prior domain knowledge.
Moos, D.C. (2014). Setting the stage for the metacognition during hypermedia learning: What motivation constructs matter?. Computers & Education, 70(1), 128-137. Elsevier Ltd.
Cited ByView References & Citations Map
Heather Keahey & Robert Wright, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2120–2124
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.