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Classroom research has demonstrated the capacity for significantly influencing student learning by engaging students in evaluation of previously submitted work as an intentional priming exercise for learning; we call this experience Learning by Evaluating (LbE). Expanding on current LbE research, we set forth to investigate the impact on student learning by intentionally differing the quality of examples evaluated by the students using adaptive comparative judgement. In this research, university design students (N = 468 students) were randomly assigned to one of three treatment groups; while each group evaluated previously collected student work as an LbE priming activity, the work evaluated by each group differed in quality. Using a three-group experimental design, one group of students only evaluated high quality examples, the second only evaluated low quality examples, and the third group of students evaluated a set of mixed-quality examples of the assignment they were about to work on. Following these LbE priming evaluations, students completed the assigned work and then their projects were evaluated to determine if there was a difference between student performance by treatment condition. Additional qualitative analysis was completed on student LbE rationales to explore similarities and differences in student cognitive judgments based on intervention grouping. No significant difference was found between the groups in terms of achievement, but several differences in group judgement approach were identified and future areas needing investigation were highlighted.
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Examining the timing of metacognitive monitoring judgments in a game-based learning environment.
The purpose of the current study was to analyze the impact of delayed monitoring judgments on both monitoring accuracy and science knowledge in a game-based learning environment called MISSING MONTY. Fifth-grade students from public schools in the USA were randomly assigned to either an immediate monitoring (IM) (n = 142) condition or to a delayed monitoring (DM) condition (n = 171). All students completed a pre and posttest of science knowledge and made item-level confidence judgments on each test. The students then played MISSING MONTY for approximately 2-5 weeks depending upon class schedule. During gameplay students visited various animal researchers, read informational texts, and completed knowledge and monitoring challenges. In the IM condition, students rated their confidence on a 100-point scale immediately following each item. In the DM condition, the students first completed the knowledge challenge and then provided monitoring judgments following the completion of all items. Results showed significant improvements for science knowledge and monitoring accuracy for both groups, however no significant differences were found between the two conditions Thus, MISSING MONTY appeared to have positive effects on both resultant science knowledge and monitoring accuracy regardless of when monitoring was assessed. Implications for the design of learning environments and SRL will be discussed.
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- Award ID(s):
- 1761110
- PAR ID:
- 10328329
- Date Published:
- Journal Name:
- Proceedings from the Annual meeting of International, Technology, Education and Development Conference
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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