Title

Differential impact of two types of metacognitive prompting provided during simulation-based training

Authors

Authors

L. Fiorella; J. J. Vogel-Walcutt;S. Fiore

Comments

Authors: contact us about adding a copy of your work at STARS@ucf.edu

Abbreviated Journal Title

Comput. Hum. Behav.

Keywords

Metacognitive prompting; Simulation-based training; INSTRUCTIONAL CONDITIONS; SELF-EXPLANATIONS; KNOWLEDGE; STUDENTS; SCIENCE; ENVIRONMENTS; EFFICIENCY; PERFORMANCE; REFLECTION; QUESTIONS; Psychology, Multidisciplinary; Psychology, Experimental

Abstract

The purpose of the current study was to test the differential impact of two forms of metacognitive prompts on knowledge acquisition and application during simulation-based training. Participants in the experimental conditions were prompted to construct sentences by connecting declarative words (Words Group) or conceptual phrases (Phrases Group) related to the training material from two columns. Performance was then compared across conditions during an assessment scenario that did not include prompting. Overall, results provide support for the effectiveness of metacognitive prompting generally, when compared to the Control Group that did not receive prompting. Further, some support was found for providing word-based prompts over more conceptual phrase-based prompts, suggesting that the phrases may have distracted or overloaded learners. Implications for further investigation into the effects of different types of metacognitive support are discussed. (C) 2011 Elsevier Ltd. All rights reserved.

Journal Title

Computers in Human Behavior

Volume

28

Issue/Number

2

Publication Date

1-1-2013

Document Type

Article

Language

English

First Page

696

Last Page

702

WOS Identifier

WOS:000300028900049

ISSN

0747-5632

Share

COinS