The role of metacognitive skills in learning to solve problems

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more inclined to regulate domain activities. In conclusion, the effect of a
task model on learning is limited.
6.1 Introduction
In study I (Pilot study) learning results were measured in the form
of a transfer test. It was tested whether students could apply their
knowledge and skills learned in the Coltec case to the HollandSky case,
which represented a different type of company. The results showed that
for a subsample, transfer of knowledge occurred. In that first study no
relation was found between the ability to transfer knowledge and the
self-reported use of metacognitive skills measured retrospectively.
After reconsideration, in study II (Learning revisited) a more direct
test for knowledge acquisition was developed. It appeared that students
indeed acquired declarative and procedural knowledge because of playing
KM Quest. The amount of knowledge acquired was related to the
amount of time spent playing KM Quest. These results are somewhat
contradictory to research previously conducted on games and simulations
as was referred to in the introduction of this thesis. In several
studies it was found that learning from such environments is at least
problematic. The hypothesis that the learning success in the previous
study was (at least partly) due to the use of metacognitive skills however,
could not be supported. The self-reported use of metacognitive skills,
before task completion, was not related to learning success as measured
in the post-test.
The aim of the current study is to investigate the added value of the
KM model in KM Quest. KMQUESTions will be used again in order to
measure the acquisition of declarative and procedural knowledge. The
transfer test used in study I will be transformed into an electronic test
with multiple choice questions, similar to the format of KMQUESTions.
6.1.1 Knowledge acquisition and transfer
It is generally assumed that constructivist learning environments, such
as KM Quest, support meaningful learning and the ability to transfer
knowledge to another context. KM Quest requires students to actively
construct knowledge from the information available in the learning environment.
They have realistic case material at their disposal, containing
real-life problems. The knowledge students acquire is therefore potentially
meaningful. Since in chapter 5 knowledge acquisition occurred as
a result of playing KM Quest, for this study it is highly likely that these
results would be replicated. This is formulated in hypothesis 1. Furthermore,
a good understanding of the learning material could facilitate the
ability to transfer knowledge to another context. This implies a positive