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Goals Matter: Changes in Metacognitive Judgments and Their Relation to Motivation and Learning with an Intelligent Tutoring System

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Learning and Collaboration Technologies: New Challenges and Learning Experiences (HCII 2021)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 12784))

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Abstract

Research suggests metacognition enhances performance with emerging technologies (e.g., intelligent tutoring systems [ITSs]), where learning goals guide metacognitive processes (e.g., judgments of learning and feelings of knowing). A growing body of evidence has found significant relationships between motivation, metacognitive process use, and performance with ITSs. Yet, most studies do not define metacognition based on its relevance to achieving a learning goal (or multiple learning goals). In this study, we examined 186 undergraduates’ multimodal data captured during learning with an ITS called MetaTutor to analyze whether the stability of change in the proportion of metacognitive judgments initiated on pages containing information relevant to achieving either learning goals 1 or 2. Latent growth curves suggested that the stability of page-irrelevant metacognitive judgments from the first to second learning goal was positively related to performance, but there were no relations between achievement goal orientation. We describe implications for contextualizing metacognition to the model of metamemory and multiple learning goals with an ITSs. Future research utilizing this method could provide insight into designing effective interventions based on what personally motivates learners to engage in metacognition to augment their learning and performance with emerging technologies.

Supported by the National Science Foundation and the Social Sciences and Humanities Research Council of Canada.

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Notes

  1. 1.

    We do not provide more information on the other questionnaires administered to maintain brevity. Readers are encouraged to email the corresponding author to inquire more information.

  2. 2.

    We do not provide details about these data channel since they were not included in our analysis. Readers are encouraged to email the corresponding author for more information.

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Authors and Affiliations

  1. Department of Learning Sciences and Educational Research, University of Central Florida, Orlando, FL, 32816, USA

    Elizabeth B. Cloude, Megan D. Wiedbusch & Roger Azevedo

  2. Department of Psychology, University of Greifswald, Franz-Mehring-Str. 47, 17489, Greifswald, Germany

    Franz Wortha

Authors
  1. Elizabeth B. Cloude
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  2. Franz Wortha
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  3. Megan D. Wiedbusch
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  4. Roger Azevedo
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Correspondence to Elizabeth B. Cloude .

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Editors and Affiliations

  1. Department of Multimedia and Graphic Arts, Cyprus University of Technology, Lemesos, Cyprus

    Panayiotis Zaphiris

  2. Research Center on Interactive Media, Smart Systems and Emerging Technologies (CYENS), Cyprus University of Technology, Limassol, Cyprus

    Andri Ioannou

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Cloude, E.B., Wortha, F., Wiedbusch, M.D., Azevedo, R. (2021). Goals Matter: Changes in Metacognitive Judgments and Their Relation to Motivation and Learning with an Intelligent Tutoring System. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies: New Challenges and Learning Experiences. HCII 2021. Lecture Notes in Computer Science(), vol 12784. Springer, Cham. https://doi.org/10.1007/978-3-030-77889-7_15

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  • DOI: https://doi.org/10.1007/978-3-030-77889-7_15

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