Augmented Reality (AR) technology offers the possibility of experiencing virtual images with physical objects and provides high quality hands-on experiences in an engineering lab environment. However, students still need help navigating the educational content in AR environments due to a mismatch problem between computer-generated 3D images and actual physical objects. This limitation could significantly influence their learning processes and workload in AR learning. In addition, a lack of student awareness of their learning process in AR environments could negatively impact their performance improvement. To overcome those challenges, we introduced a virtual instructor in each AR module and asked a metacognitive question to improve students’ metacognitive skills. The results showed that student workload was significantly reduced when a virtual instructor guided students during AR learning. Also, there is a significant correlation between student learning performance and workload when they are overconfident. The outcome of this study will provide knowledge to improve the AR learning environment in higher education settings.
more »
« less
The Effect of Metacognitive Judgments on Metacognitive Awareness in an Augmented Reality Environment
Being conscious of your thought processes is known as metacognition. It supports students in being more aware of their actions, motivations, and the potential applications of the skills [1]. This study investigates how different metacognitive judgment questions affect students’ metacognitive awareness in an augmented reality (AR) environment. The outcomes of this study will help us to understand what metacognitive monitoring method is more effective in the AR learning environment. According to the literature, students with high knowledge about cognition have higher test performance, while students with low regulation have a challenge during planning, organizing, and elaborating strategies. The dependent variables of the study are student learning performance and metacognitive awareness inventory (MAI) score, and one independent variable is the metacognitive judgment question Retrospective Confidence Judgment (RCJ) and Judgment of Learning (JOL). We hypothesized that the students with high performance would have improved MAI scores in both groups. The experiment was done with two groups (RCJ and JOL). Both groups responded to the pre-post metacognitive awareness inventory questionnaire. During the experiment, the MAI questionnaire was asked two times. In round one, the MAI questionnaire was asked at the beginning of lecture one; however, in round two, the questionnaire was asked at the end of lecture two. Results indicated significant differences in RCJ low performers. In RCJ, the participants whose performance was significantly reduced in lecture 2 had a higher improvement on MAI both regulation and knowledge about cognition. Overall, the result of our study could advance our understanding of how to design an advanced instructional strategy in an AR environment.
more »
« less
- Award ID(s):
- 2202108
- NSF-PAR ID:
- 10513853
- Publisher / Repository:
- International Conference on Human-Computer Interaction
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Metacognition is the understanding of your own knowledge including what knowledge you do not have and what knowledge you do have. This includes knowledge of strategies and regulation of one’s own cognition. Studying metacognition is important because higher-order thinking is commonly used, and problem-solving skills are positively correlated with metacognition. A positive previous disposition to metacognition can improve problem-solving skills. Metacognition is a key skill in design and manufacturing, as teams of engineers must solve complex problems. Moreover, metacognition increases individual and team performance and can lead to more original ideas. This study discusses the assessment of metacognitive skills in engineering students by having the students participate in hands-on and virtual reality activities related to design and manufacturing. The study is guided by two research questions: (1) do the proposed activities affect students’ metacognition in terms of monitoring, awareness, planning, self-checking, or strategy selection, and (2) are there other components of metacognition that are affected by the design and manufacturing activities? The hypothesis is that the participation in the proposed activities will improve problem-solving skills and metacognitive awareness of the engineering students. A total of 34 undergraduate students participated in the study. Of these, 32 were male and 2 were female students. All students stated that they were interested in pursuing a career in engineering. The students were divided into two groups with the first group being the initial pilot run of the data. In this first group there were 24 students, in the second group there were 10 students. The groups’ demographics were nearly identical to each other. Analysis of the collected data indicated that problem-solving skills contribute to metacognitive skills and may develop first in students before larger metacognitive constructs of awareness, monitoring, planning, self-checking, and strategy selection. Based on this, we recommend that the problem-solving skills and expertise in solving engineering problems should be developed in students before other skills emerge or can be measured. While we are sure that the students who participated in our study have awareness as well as the other metacognitive skills in reading, writing, science, and math, they are still developing in relation to engineering problems.more » « less
-
Gardner, Stephanie (Ed.)Stronger metacognition, or awareness and regulation of thinking, is related to higher academic achievement. Most metacognition research has focused at the level of the individual learner. However, a few studies have shown that students working in small groups can stimulate metacognition in one another, leading to improved learning. Given the increased adoption of interactive group work in life science classrooms, there is a need to study the role of social metacognition, or the awareness and regulation of the thinking of others, in this context. Guided by the frameworks of social metacognition and evidence-based reasoning, we asked: 1) What metacognitive utterances (words, phrases, statements, or questions) do students use during small-group problem solving in an upper-division biology course? 2) Which metacognitive utterances are associated with small groups sharing higher-quality reasoning in an upper-division biology classroom? We used discourse analysis to examine transcripts from two groups of three students during breakout sessions. By coding for metacognition, we identified seven types of metacognitive utterances. By coding for reasoning, we uncovered four categories of metacognitive utterances associated with higher-quality reasoning. We offer suggestions for life science educators interested in promoting social metacognition during small-group problem solving.more » « less
-
more » « less
Abstract This study explored how different formats of instructional visuals affect the accuracy of students' metacognitive judgments. Undergraduates (
n = 133) studied a series of five biology texts and made judgments of learning. Students were assigned randomly to study the texts only (text only), study the texts with provided visuals (provided visuals group), study the texts and generate their own visuals (learner‐generated visuals group), or study the texts and observe animations of instructor‐generated visuals (instructor‐generated visuals group). After studying the texts and making judgments of learning, all students completed multiple‐choice comprehension tests on each text. The learner‐generated and instructor‐generated visuals groups exhibited significantly higher relative judgment accuracy than the text only and provided visuals groups, though this effect was relatively small. The learner‐generated visuals group also required more study time and was more likely to report the use of visual cues when making their judgments of learning. -
more » « less
Abstract Prior research suggests most students do not glean valid cues from provided visuals, resulting in reduced metacomprehension accuracy. Across 4 experiments, we explored how the presence of instructional visuals affects students’ metacomprehension accuracy and cue-use for different types of metacognitive judgments. Undergraduates read texts on biology (Study 1a and b) or chemistry (Study 2 and 3) topics, made various judgments (test, explain, and draw) for each text, and completed comprehension tests. Students were randomly assigned to receive only texts (text-only condition) or texts with instructional visualizations (text-and-image condition). In Studies 1b, 2 and 3, students also reported the cues they used to make each judgment. Across the set of studies, instructional visualizations harmed relative metacomprehension accuracy. In Studies 1a and 2, this was especially the case when students were asked to judge how well they felt they could draw the processes described in the text. But in Study 3, this was especially the case when students were asked to judge how well they would do on a set of comprehension tests. In Studies 2 and 3, students who reported basing their judgments on representation-based cues demonstrated more accurate relative accuracy than students who reported using heuristic based cues. Further, across these studies, students reported using visual cues to make their draw judgments, but not their test or explain judgments. Taken together, these results indicate that instructional visualizations can hinder metacognitive judgment accuracy, particularly by influencing the types of cues students use to make judgments of their ability to draw key concepts.
