Recent research suggests that incubation is superior to metacognition in tasks involving many decision alternatives (Dijksterhuis et al., 2006). One explanation for these findings is the limited information processing capacity of working memory. The current study further investigates this topic by using more complex tasks as many errors in Dynamic Decision-Making (DDM) are thought to be related...

0747-5632/$ see front matter 2011 Elsevier Ltd. A doi:10.1016/j.chb.2011.11.017 ⇑ Corresponding author. Tel.: +1 407-882-1300; fax E-mail addresses: [email protected] (L. Fiorella), Walcutt), [email protected] (S. Fiore). 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-base...

This study examines whether an ITS that fosters the use of metacognitive strategies can benefit from variations in its prompts based on learners’ selfregulatory behaviors. We use log files and questionnaire data from 116 participants who interacted with MetaTutor, an advanced multi-agent learning environment that helps learners to develop their self-regulated learning (SRL) skills, in 3 conditi...

Extended interactions with a pedagogical agent (PA) assisting students to enact cognitive and metacognitive self-regulated processes requires the system to adapt the types and frequency of scaffolding. We compared learners’ perception of PAs’ prompts with MetaTutor, a hypermedia adaptive learning environment, with 40 undergraduates randomly assigned to one of three conditions: non-adaptive prom...

Strong metacognition skills are associated with learning outcomes and student performance. Metacognition includes metacognitive knowledge-our awareness of our thinking-and metacognitive regulation-how we control our thinking to facilitate learning. In this study, we targeted metacognitive regulation by guiding students through self-evaluation assignments following the first and second exams in ...

Co-adapted learning involves complex, dynamically unfolding interactions between human and artificial pedagogical agents (PAs) during learning with intelligent systems. In general, these interactions lead to effective learning when (1) learners correctly monitor and regulate their cognitive and metacognitive processes in response to internal (e.g., accurate metacognitive judgments followed by t...

Diagnostic classification is an important part of clinical care, which is often the main determinant of treatment and prognosis. Clinicians’ underor over-confidence in their performance on diagnostic tasks can result in diagnostic errors which can lead to delay in appropriate treatment and unnecessary increase in the cost of medical care. This paper presents a version of SlideTutor aiming to re...

Abstract Metacognitive accuracy is understood as the congruency of subjective evaluation and objectively measured learning performance. With reference to cue utilisation framework embedded-processes model working memory , we proposed that prompts impact attentional processes during learning. Through guided prompting, learners place their attention on specific information process. We assumed wil...