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In the context of student learning, investigating effective feedback mechanisms within augmented reality (AR) learning systems is crucial for better understanding and optimizing study behaviors. This study examines the influence of metacognitive monitoring feedback within an AR setting. Our hypothesis suggests that regularly providing students with feedback on their metacognitive monitoring within an AR learning environment has a beneficial effect on their metacognitive state. The results of the study confirm that frequent exposure to such feedback significantly improves scores on the Metacognitive Awareness Inventory. Essentially, there was a marked increase in the inventory scores of participants who received ongoing feedback, compared to those who only received metacognitive monitoring feedback once after the lecture, particularly in the areas of planning, monitoring comprehension, and debugging strategies. This enhancement is achieved by influencing student calibration by directly impacting their metacognitive state.
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Assessing the Effectiveness of a Nanotechnology Educational Module using the "Nanotechnology Awareness Instrument"
The effectiveness of the introduction of an educational module to an Introduction to Engineering class was investigated. A lecture introducing nanotechnology was given to the students, and the students participated in a question-and-answer period following the lecture. The “Nanotechnology Awareness Instrument” of Dyehouse et al. was used to assess students' motivation for, awareness of, and exposure to nanotechnology. The survey contained thirty multiple choice questions divided into sections covering nanotechnology awareness, motivation, and exposure. The survey was given to the students prior to the lecture and again five weeks after the lecture. An Ordinal Pattern Analysis in Observation Oriented Modeling was used to evaluate differences in student scores on the Nanotechnology Awareness Instrument after the lecture as compared to their scores before the lecture. It was found that students’ awareness and exposure increased after the lecture, however, their motivation did not increase.
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- Award ID(s):
- 1446097
- PAR ID:
- 10021370
- Date Published:
- Journal Name:
- ASEE Annual Conference proceedings
- ISSN:
- 1524-4644
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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With the growing need for augmented reality (AR) technology, understanding and optimizing study behaviors in AR learning environments has become crucial. However, one major drawback of AR learning is the absence of effective feedback mechanisms for students. To overcome this challenge, we introduced metacognitive monitoring feedback. Additionally, we created a location-based AR learning environment utilizing a real-time indoor tracking system to further enhance student learning. This study focuses on the positive impact of metacognitive monitoring feedback in a location-based AR learning environment. Our hypothesis posits that regularly providing students with feedback on their metacognitive monitoring within this new AR learning system positively influences their metacognitive awareness. The study's findings confirm that frequent exposure to such feedback significantly enhances the Metacognitive Awareness Inventory (MAI) scores. Participants who received continuous feedback demonstrated a significant increase in MAI scores compared to those who received feedback only once after the lecture. This improvement is achieved by influencing student calibration and directly enhancing their metacognitive awareness.more » « less
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.18260/p.26308
