The role of metacognitive skills in learning to solve problems

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Another perhaps more valid explanation that students learn from KM
Quest concerns the fact that the learning environment enables active
knowledge construction. First, in KM Quest this is supported by collaboration.
Collaborative learning requires learners to work together,
to articulate their ideas, to discuss conflicting views and to negotiate
meaning. Collaborative learning can positively influence knowledge acquisition
(van der Linden, Erkens, Schmidt & Renshaw, 2000). Second,
in KM Quest the problems in the form of events are embedded in realistic
case material. The behaviour of the fictitious company is simulated
by a Business Model. Students are required to enter into the role of a
knowledge manager of this company. Third, KM Quest enforces a rather
goal-driven attitude of learners. The students are instructed to manage
the knowledge household of Coltec as well as possible. The events demand
a solution, which requires goal-oriented behaviour. In conclusion,
being engaged in a constructivist simulation-game supports meaningful
learning.
7.3 Role of metacognition
Concerning the role that metacognition plays in learning to solve problems,
two different methods were used in order to measure the use of
metacognitive skills in KM Quest: an indirect self-report questionnaire
and a direct behavioural measure. Each of these measures gives a different
view on the role of metacognition.
With respect to the indirect measure, the scale ‘Metacognitive selfregulation’
of the MSLQ was used, which measures the self-reported
use of planning, monitoring and regulation strategies on a six-point response
set. Across all the empirical studies the average is rather stable,
ranging between 3.85 and 3.92, regardless of whether it was measured
prospectively or retrospectively. This indicates that respondents are only
marginally positive towards using metacognitive skills in KM Quest or
using these skills in general.
As for the effects of metacognition on learning, in the third study
the results indicate that students who self-report the less frequent use of
metacognitive skills gain more general procedural knowledge. This result
is found with the dichotomized variable for metacognition. The finding
could be an artefact of a collaborative learning environment. Weaker
students in terms of self-reported metacognition could ‘free-ride’ on the
knowledge of their peers communicated in the chat and thus have gained
more knowledge without having to put in the effort (Kerr & Bruun,
1983).