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The design of technology-rich learning environments as metacognitive tools in history education

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Abstract

Research has shown that learners do not always engage in appropriate metacognitive and self-regulatory processes while learning complex historical topics. However, little research exists to guide the design of technology-rich learning environments as metacognitive tools in history education. In order to address this issue, we designed a metacognitive tool using a bottom-up approach. Thirty-two undergraduate students read an historical narrative text either with or without the benefit of the metacognitive tool. Results from process and product data suggest that learners using the metacognitive tool had better recall and that the tool helped them (a) notice that particular events in an historical narrative text are unexplained, and (b) generate hypothetical causes to explain the occurrence of such events. We discuss the implications of these findings for the development of the MetaHistoReasoning Tool, a technology-rich learning environment that assist learners in terms of regulating their learning while they accomplish authentic tasks of historical inquiry.

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Notes

  1. Since our research question required us to compare both the control and treatment conditions in terms of the frequency of each metacognitive variable, we chose a non-parametric test called the Mann–Whitney U (i.e., the non-parametric equivalent to the independent samples t-test). We chose this test due to the non-normal distribution of our data, which is addressed since each score is transformed as a rank. The Mann–Whitney U test compares the mean rank across the control and treatment conditions. This allows us to infer whether the frequencies of each metacognitive variable differed across the groups.

  2. One of the reviewers of this manuscript suggests that this finding may be due to the reminders given to participants to verbalize their thought processes. These reminders were given after the participant fell silent for 3 s, which is more likely to elicit automatic as opposed to strategic processes that are consciously invoked.

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Acknowledgments

We would like to acknowledge the funding we received from the Social Sciences and Humanities Research Council of Canada.

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  1. Department of Educational and Counselling Psychology, Advanced Technologies for Learning in Authentic Settings Research Group, McGill University, 3700 McTavish Street, Montreal, QC, H3A 1Y2, Canada

    Eric Poitras, Susanne Lajoie & Yuan-Jin Hong

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  1. Eric Poitras
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  2. Susanne Lajoie
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Correspondence to Eric Poitras.

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Poitras, E., Lajoie, S. & Hong, YJ. The design of technology-rich learning environments as metacognitive tools in history education. Instr Sci 40, 1033–1061 (2012). https://doi.org/10.1007/s11251-011-9194-1

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