The role of metacognitive skills in learning to solve problems

Summary 165
be an improvement.
In chapter 3 a learning environment for the domain of Knowledge Management
(KM) is described that permits empirical investigation of the
theoretical model. An exploratory feasibility study on a paper version of
the environment showed that a gaming approach could elicit appropriate
behaviour for learning to solve KM problems.
The final learning environment is called KM Quest. In KM Quest,
players are asked to manage the knowledge household of a fictitious
company called Coltec. This company produces adhesives and coatings.
During a number of quarters in the life of Coltec various events take
place. Events are incidents that represent a threat or an opportunity
to Coltec. It is up to the players, who are organised in teams of three
members, to react to these events, given their objectives concerning the
status of the knowledge household of the company.
The behaviour of Coltec is simulated by a Business Model (BM). This
business model consists of both knowledge and business indicators such
as the speed of knowledge gaining in the Marketing department or the
number of patents pending. Teams can react to events by choosing
interventions. Interventions represent solutions for the KM problems
described in the events. Interventions positively affect the status of
the indicators of the BM. It is up to the players to decide on a set of
interventions that counteracts the effects of the events in order to achieve
their objectives.
The KM model is part of the game in order to support a systematic approach
to problem solving. This model gives a cyclic, normative view on
how KM problems can be solved. This model comes close to the notion
of the task model as discussed in the theoretical model in chapter 2. The
KM model consists of four phases: FOCUS, ORGANISE, IMPLEMENT
and MONITOR. Each phase is decomposed into subtasks and activities
relevant for that particular phase. In the FOCUS phase an analysis of
the knowledge household is made and business and knowledge objectives
are stated. In the ORGANISE phase hypotheses are formulated concerning
the effects of types of interventions on the knowledge household of
Coltec and interventions are shortlisted. In the IMPLEMENT phase the
interventions are implemented and in the MONITOR phase the effects of
the interventions are evaluated.
In chapter 4 the results of the pilot study on KM Quest are described.
This is an exploratory study since the intended functionality of the
simulation-game was not yet fully implemented. The two research goals
that guide this study are: (1) to explore meaningful learning and meta-