The role of metacognitive skills in learning to solve problems

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136 Figure 6.5. Relations between metacognition, learning and transfer in the no-model and model condition (solid lines represent positive significant correlations whereas the dotted line represents the lack of a significant correlation).
Study III: added value of the task model 137 A t-test was used in order to compare the amount of time spent in each condition on the elements of KM Quest. Elements that are indicated in bold in table 6.20 indicate that a significant difference exists between the conditions. No-model Model Mean % of time spent Chat 44.30 11.40 23 13.68 4.84 23 Newspaper 3.74 1.28 23 2.26 1.29 23 Feedback 1.48 1.01 23 1.19 0.96 23 History 1.28 0.87 23 1.09 0.97 23 KM Dictionary 0.53 0.65 23 0.27 0.38 23 Visualization handbook 1.94 2.01 23 0.54 0.68 23 Coltec 0.84 0.96 23 1.15 0.82 23 Interventions handbook 17.35 5.47 23 2.98 3.94 23 Indicator handbook 1.04 0.73 23 2.12 1.10 23 KM handbook 3.03 2.73 23 0.61 0.97 23 Visualizations 9.26 4.75 23 2.68 2.61 23 FOCUS 0.00 0.00 23 34.29 15.48 23 ORGANISE 9.13 12.37 23 17.00 9.64 23 IMPLEMENT 3.07 1.10 23 4.19 2.48 23 MONITOR 0.00 0.00 23 13.01 4.46 23 Other 3.00 1.18 23 2.95 1.80 23 Table 6.20. Mean percentage of time per student spent on several elements of KM Quest (Note: students in the no-model condition were forced to go through the OR- GANISE and IMPLEMENT phase only to shortlist and effectuate interventions). In the no-model condition chatting clearly takes up relatively more time than in the model condition (T = 11.86, p < 0.01). Students in the no-model condition spend over 40% percent of the game time on chatting, against almost 15% in the model condition. In absolute numbers, chatting takes approximately one and a half hours in the no-model condition against approximately 50 minutes in the model condition. Students in the no-model condition make only about one-third of all contributions. Although students in the no-model condition spend more time in the chat, they make fewer contributions. This suggests that they take more time to think. There is no indication that the length of the contributions differs over conditions. Also, students in the nomodel condition use more time to read the newspaper than students in the model condition (T = 4.15, p < 0.01). As for the available support elements in KM Quest, students in the nomodel condition take more time for the following elements than students
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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
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Chapter 4 STUDY I: PILOT This chapt
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Study I: Pilot 59 the spontaneous o
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Study I: Pilot 61 Also, the questio
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Study I: Pilot 63 however, to what
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Study I: Pilot 65 ceived 12 questio
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Study I: Pilot 67 objective, a seco
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Study I: Pilot 69 other. It also ex
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Study I: Pilot 71 In conclusion, th
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Study I: Pilot 73 Finally, the othe
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Study I: Pilot 75 Figure 4.2. Scree
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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 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 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
Page 169 and 170: APPENDIX A: Solving a problem in KM
Page 171: APPENDIX A: Solving a problem in KM
Page 174 and 175: 164 to learning to solve problems.
Page 176 and 177: 166 cognition in a constructivist l
Page 178 and 179: 168 forward. The most important one
Page 181 and 182: Chapter 9 SAMENVATTING Het huidige
Page 183 and 184: Samenvatting 173 De aanwezigheid va
Page 185 and 186: Samenvatting 175 gebruik van metaco
Page 187 and 188: Samenvatting 177 nificant leereffec
Page 189 and 190: References Akhras, F. and Self, J.
Page 191 and 192: REFERENCES 181 Duffy, T. and Cunnin
Page 193 and 194: REFERENCES 183 Nelson, T. (1999). C
Page 195: 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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