Scaffolding cognitive and metacognitive processes in low verbal ability learners: Use of diagrams in computer-based training environments
Abbreviated Journal Title
computer-based training; diagrams; individual differences; instructional; efficiency; learning; mental models; metacognition; verbal ability; INDIVIDUAL-DIFFERENCES; MENTAL MODELS; MINDS EYE; PERFORMANCE; INSTRUCTION; TEXT; METACOMPREHENSION; ILLUSTRATIONS; COMPREHENSION; ACHIEVEMENT; Education & Educational Research; Psychology, Educational
This study investigated how instructional strategies can support learners' knowledge acquisition and metacomprehension of complex systems in a computer-based training environment, and how individual characteristics interact with these manipulations. Incorporating diagrams into the training facilitated performance on measures of integrative knowledge (i.e., the integration and application of task-relevant knowledge), but had no significant effect on measures of declarative knowledge (i.e., mastery of basic factual knowledge). Diagrams additionally facilitated the development of accurate mental models (as measured via a card sorting task) and significantly improved the instructional efficiency of the training (i.e., higher level of performance was achieved with less mental effort). Finally, diagrams effectively scaffolded participants' metacognition, improving their metacomprehension accuracy (i.e., their ability to accurately monitor their comprehension). These beneficial effects of diagrams on learners' cognitive and metacognitive processes were found to be strongest for participants with low verbal ability. Results are discussed in terms of implications for the design of adaptive learning systems.
"Scaffolding cognitive and metacognitive processes in low verbal ability learners: Use of diagrams in computer-based training environments" (2002). Faculty Bibliography 2000s. 3141.