The role of metacognitive skills in learning to solve problems

90
different occasions or settings. Research points out that this is indeed
the case for self-regulatory skills (Hong, 1998; Hong & O’Neil, 2001).
This is why in this study, the use of metacognitive skills in general is
measured. The original questions of the MSLQ were rephrased in such
a way that they were generally applicable to any course. The procedure
for calculating the scores was equivalent to the one used in the previous
study in chapter 4.
5.2.3.4 Process measures
Process characteristics of student learning were investigated by using
the tool ANALOG. With ANALOG the frequency and duration of use
of all relevant elements in the learning environment can be investigated.
In this study, results are analysed and presented with respect to the
average time students spend in the following groups of elements:
Features: Office, Chat, Newspaper, Advisor, Help, Visualizations, History,
Feedback, What to do, and How to do.
Resources: KM dictionary, KM handbook, Visualization handbook, Intervention
handbook, Indicator handbook and Coltec info.
KM model: FOCUS, ORGANISE, IMPLEMENT, MONITOR and the
steps in these phases.
5.2.4 Procedure
This study took place before the start of the institutional course on
Knowledge Management. In total the students participated in four plenary
sessions that were evenly spread over four weeks. Additionally,
students also played the game at a distance, for instance, from home.
The first session included an introductory lecture (1 hour) about KM
Quest and a subsequent training session (2 hours) during which students
acquired hands-on experience with the learning environment. Part of
the training session involved completing the scale metacognition of the
MSLQ. Then during one week students individually studied the introduction
material and training information of the game. The second
session concerned taking the pre-test of KMQUESTions and the start of
the game (2 hours). Parallel versions of KMQUESTions were distributed
randomly to students. Students were distributed randomly over teams
before they entered the playing phase of the game. By the end of week
two the teams needed to reach at least quarter four in the game. They
could play the game at their own pace and at their preferred location.
During the third session (2 hours, third week), students continued playing
the game at their own pace. Quarter 7 had to be reached at the