Added value of task models and use of metacognitive skills on learning
نویسندگان
چکیده
This study focuses on the effect of a task model on learning to solve problems and the use of metacognitive skills. In two conditions, students played KM Quest, a simulation-gaming environment for the domain of Knowledge Management (KM). In one condition, students had the KM model available that prescribed how to solve KM problems. The other condition provided no such task model. Forty-six students participated in the study. KMQUESTions was used to measure the acquisition of declarative and procedural knowledge. Part of theMSLQ was used in order to measure the self-reported use of metacognitive skills. A significant increase in declarative and procedural knowledge was found. Furthermore, an interaction effect was found between learning success and the self-reported use of metacognitive skills. Students who scored low on metacognition, achieved the biggest learning gain. No effect of condition could be reported. The explanation for these results is that KM Quest apparently has succeeded in translating the general principles of the constructivism into concrete teaching examples, and therefore, supports students that are weak in regulating their learning behaviour. Future research should indicate to what extent students in the no-model condition have developed an intuitive model for solving KM problems.
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