Title

Scaffolding cognitive and metacognitive processes in low verbal ability learners: Use of diagrams in computer-based training environments

Authors

Authors

H. M. Cuevas; S. M. Fiore;R. L. Oser

Comments

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Abbreviated Journal Title

Instr. Sci.

Keywords

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

Abstract

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.

Journal Title

Instructional Science

Volume

30

Issue/Number

6

Publication Date

1-1-2002

Document Type

Article

Language

English

First Page

433

Last Page

464

WOS Identifier

WOS:000178470500001

ISSN

0020-4277

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