The role of metacognitive skills in learning to solve problems

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106 Hypothesis 1: students acquire declarative and procedural knowledge from pre- to post-test measurements as a result of playing KM Quest and they are capable of transfer. Hypothesis 2: students in the model condition achieve higher scores on the knowledge tests than students in the no-model condition. This represents a main effect of condition on learning results. Hypothesis 3: players in the no-model condition who score high on metacognition (MS+ group) show a knowledge gain with respect to the knowledge tests. Hypothesis 4: players in the no-model condition who score low on metacognition (MS− group) show only a relatively small knowledge gain with respect to the knowledge tests. Hypotheses 3 and 4 represent an interaction effect of condition and metacognition on learning results. Hypothesis 5: concurrent measurement of the use of metacognitive skills is the best predictor of learning compared to pro- and retrospective measurement of metacognition. Hypothesis 6: there is a strong positive relation between post-test scores for learning and scores on the transfer test. Hypothesis 7: there is a strong positive relation between metacognition and scores on the transfer test. 6.2 Method 6.2.1 Participants In this study, 49 students from the polytechnic Hogeschool Zuyd participated in the experiment. The sample of students is comparable to the samples in study I and II described in chapters 4 and 5. The results of 46 out of 49 participants are included in the data analysis of this study. Two students are excluded because they also participated in study II in October-November 2003. They were assigned to the same team. One student fell ill during the experiment. The average age of the students is 22.7 years (SD = 1.6). Thirty students are male, 16 female. In each condition there are 7 teams of three students and 1 team of two students. 6.2.2 Game configuration The hypotheses of this study are tested by means of an experiment with two conditions. In the no-model condition the task model is ex-
Study III: added value of the task model 107 cluded from the learning environment and any pages in handbooks related to the task model are deleted as well. However, in order to select and implement interventions (necessary to play the game) the steps Select interventions and Decide on interventions of the KM model are included. In the model condition students are presented with the standard version of KM Quest that includes the task model that prescribes how to solve KM problems. This environment is similar to the one used in previous studies. Students are assigned to conditions based on randomization. They have equal chance to end up in either condition. In contrast to the earlier studies, KM Quest now fired a predefined sequence of events, regardless of the status of the business model. Having a predefined sequence of events allows for a better comparison between teams and conditions. Events differ according to whether they represent a threat or an opportunity, whether they are internal or external and whether they are KM-related or not. Events are selected for which interventions are known that positively influence the BM (see also chapter 5, page 87). The actual events are presented in table 6.1. Sequence Locus Type Event description 1 Intern Threat Leave of research experts 2 Extern Threat A primary material of Coltec is becoming scarce 3 - non-KM Competitor sells part of its business 4 Extern Opportunity EU publishes call for R&D funding programs 5 Intern Threat Marketing department cannot fulfil internal requests for information 6 Extern Threat Future shortage of chemistry students Table 6.1. Predefined sequence of events fired by KM Quest. 6.2.3 Instruments 6.2.3.1 Learning results An adapted version of KMQUESTions was used in order to measure learning results concerning the acquisition of declarative and procedural knowledge (see chapter 5). First, item analysis on the data of
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The role of metacognitive skills in
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The role of metacognitive skills in
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Contents 1. INTRODUCTION 1 2. THEOR
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Contents ix 6. STUDY III: ADDED VAL
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xii Rienke Schutte, zonder de medew
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2 in realistic settings and everyda
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4 use a trade-off between efforts i
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6 of this thesis are described. In
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8 First an overview of relevant lit
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10 In research concerning reading a
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12 problem has actually been found
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14 or whether domain specific metac
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16 learners should be able to artic
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18 piece of origami paper. Both mat
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20 tion given to the problem solver
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22 is rather directive. It does not
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24 The problem solver has declarati
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26 problem and the fact that studen
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28 learn from them. In terms of Jan
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30 This model is called DORMOBILE (
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32 Second, the meta-level in proble
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34 Figure 2.8. Theoretical model of
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36 task-level. In order to keep the
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Chapter 3 KM QUEST The goal of this
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KM Quest 41 Figure 3.1. The Knowled
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KM Quest 43 the fact that some plan
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KM Quest 45 a dynamic simulation-ga
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KM Quest 47 Quest. They are visuali
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KM Quest 49 cesses in Coltec. For e
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KM Quest 51 Figure 3.5. The Knowled
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KM Quest 53 3.3.1.3 The IMPLEMENT p
Page 65 and 66: KM Quest 55 process in an electroni
Page 67 and 68: Chapter 4 STUDY I: PILOT This chapt
Page 69 and 70: Study I: Pilot 59 the spontaneous o
Page 71 and 72: Study I: Pilot 61 Also, the questio
Page 73 and 74: Study I: Pilot 63 however, to what
Page 75 and 76: Study I: Pilot 65 ceived 12 questio
Page 77 and 78: Study I: Pilot 67 objective, a seco
Page 79 and 80: Study I: Pilot 69 other. It also ex
Page 81 and 82: Study I: Pilot 71 In conclusion, th
Page 83 and 84: Study I: Pilot 73 Finally, the othe
Page 85 and 86: Study I: Pilot 75 Figure 4.2. Scree
Page 93: Study I: Pilot 83 alizations of the
Page 96 and 97: 86 of meaningful learning which can
Page 98 and 99: 88 opportunity events (instead of t
Page 100 and 101: 90 different occasions or settings.
Page 102 and 103: 92 conceptual correctness (54) the
Page 104 and 105: 94 The score on KMQUESTions indicat
Page 106 and 107: 96 is a variable that influences th
Page 108 and 109: 98 5.4 Discussion The hypothesis fo
Page 110 and 111: 100 mal company results. In the fol
Page 112 and 113: 102 more inclined to regulate domai
Page 114 and 115: 104 these skills in order to solve
Page 118 and 119: 108 KMQUESTions of study II was per
Page 120 and 121: 110 The second measurement of game
Page 122 and 123: 112 T-PROS because they did not occ
Page 124 and 125: 114 Category Rule Example Task Indi
Page 126 and 127: 116 vised by one experimenter in or
Page 128 and 129: 118 6.3 Results 6.3.1 Game results
Page 130 and 131: 120 to Coltec. Only threats have a
Page 132 and 133: 122 6.3.2.1 Effects of learning and
Page 134 and 135: 124 Prospective Pre-test Post-test
Page 136 and 137: 126 Distribution Frequency 1 high 2
Page 138 and 139: 128 No − model Model Retrospectiv
Page 140 and 141: 130 model condition. Perhaps, perfo
Page 142 and 143: 132 Cog Tas Meta Total No-model con
Page 144 and 145: 134 Condition * Metacognition G MET
Page 146 and 147: 136 Figure 6.5. Relations between m
Page 148 and 149: 138 in the model condition: Visuali
Page 150 and 151: 140 Figure 6.7. Overview of relatio
Page 152 and 153: 142 ‘monitoring’. Prospective s
Page 154 and 155: 144 learning. Finally, in the no-mo
Page 156 and 157: 146 inclusion of a task model speci
Page 158 and 159: 148 interpreting the results on met
Page 160 and 161: 150 When no task model is available
Page 162 and 163: 152 Another perhaps more valid expl
Page 164 and 165: 154 havioural measures prove to be
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Appendix A Solving a problem in KM
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APPENDIX A: Solving a problem in KM
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APPENDIX A: Solving a problem in KM
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164 to learning to solve problems.
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166 cognition in a constructivist l
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168 forward. The most important one
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Chapter 9 SAMENVATTING Het huidige
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Samenvatting 173 De aanwezigheid va
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Samenvatting 175 gebruik van metaco
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Samenvatting 177 nificant leereffec
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References Akhras, F. and Self, J.
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REFERENCES 181 Duffy, T. and Cunnin
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REFERENCES 183 Nelson, T. (1999). C
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REFERENCES 185 van Harmelen, F., Wi
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Prototyping of CMS Storage Manageme
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Human-Computer Interaction and Pres
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A Model-driven Approach for Buildin
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