Overcoming screen inferiority in learning and calibration
نویسندگان
چکیده
Author note: The study was supported by a grant from the Israel Science Foundation (Grant No. 957/13). Partial data (N = 80 out of 163) with a reduced scope of analyses were reported in the proceedings of the 35th annual conference of the Cognitive Science Society (Lauterman & Ackerman, 2013). We are grateful to Meira Ben-Gad for editorial assistance. Abstract Metacognitive monitoring that accompanies a learning task reflects self-prediction of achievement at test. Well-calibrated monitoring is important because it is by this subjective assessment that people allocate their learning efforts. Previous studies that compared learning outcomes and calibration of monitoring when learning texts on screen and on paper have found screen inferiority: screen learners performed worse and were more overconfident about their success. However, learning from one's preferred medium was associated with attenuated overconfidence. The present study examined two methods for overcoming screen inferiority in these respects. First, practicing the study-test task allowed overcoming screen inferiority, but only among those who preferred reading from screens. Second, in-depth processing was encouraged by having participants generate keywords at a delay, before monitoring their knowledge and taking the test. This method eliminated screen inferiority even for the first-studied texts, but after practicing it, screen inferiority was re-exposed among those who preferred studying on paper. This study makes a practical contribution to educational practice by suggesting directions for overcoming screen inferiority. From a broader perspective, the study demonstrates that experience with the task and in-depth processing can attenuate overconfidence and that the effectiveness of learning-enhancing methods depends on the study context and learners' preferences.
منابع مشابه
Overcoming Screen Inferiority in Text Learning
Metacognitive monitoring that accompanies a learning task reflects the predicted achievements at test during and at the end of studying the materials. Monitoring reliability is strongly associated with the quality of study regulation and with ultimate performance at test, because it is by this subjective assessment that people decide whether and how to invest more time. Previous studies that co...
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ورودعنوان ژورنال:
- Computers in Human Behavior
دوره 35 شماره
صفحات -
تاریخ انتشار 2014