The role of metacognitive skills in learning to solve problems

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108 KMQUESTions of study II was performed. Weak items were deleted and the remaining items were put together in one test. For the current experiment, one questionnaire containing 96 items (38 items for declarative and 58 items for procedural knowledge) was constructed that was administered before and after the game. The sequence of the items remained the same since there is an optimal ranking of items in order not to reveal answers. Between the pre- and post-tests there were three weeks. This is long enough to consider possible test-retest effects negligible. Also, no feedback was given on the test results. The calculation of the score for declarative and procedural knowledge was identical to the procedure followed in study II (see chapter 5). Of the procedural knowledge test, 33 items were specific for the KM model. These items, for example, asked what an activity in the KM model stands for. The remaining items (25) were general procedural items. These items involved, for example, choosing the best intervention for a particular event. Since students in the no-model condition did not have the model available, they could not be expected to have KM model-specific knowledge available. Therefore, the variable procedural knowledge was split up into two variables. The variable KM modelspecific procedural knowledge was calculated based upon all procedural items that explicitly referred to the KM model. The variable general procedural knowledge was calculated based on the remaining procedural items, that did not explicitly refer to KM model knowledge. In the pilot study (Chapter 4), a paper and pencil test was used in order to measure transfer of knowledge learned in KM Quest to a case other than Coltec, namely HollandSky. The results indicated that this test was quite reliable but it produced too much missing data. For the current study a new transfer test was developed. The content of this new transfer test was based on the HollandSky case, but the format was similar to KMQUESTions. This means that it was an electronic test in multiple choice format with four alternatives of which one was correct. The transfer test contained 57 items. In figure 6.2 an example item is given in which students were asked to make a comparison between the Coltec and HollandSky case regarding the effect of an event. 6.2.3.2 Game results Two types of game results were used in this study. As in the previous studies, the weighted average of the Organisational Effectiveness Indicators (OEI) scores in quarter 7 were taken into account. These scores represent the weighted average of the game indicators; Profit, Market share and Customer satisfaction index.
Study III: added value of the task model 109 Figure 6.2. Example item of the transfer test.
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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
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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 116 and 117: 106 Hypothesis 1: students acquire
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
Page 167 and 168: 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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Human-Computer Interaction and Pres
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A Model-driven Approach for Buildin
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