ERIC Number: ED349966
Record Type: RIE
Publication Date: 1992-Apr-20
Considerations in Evaluating Metacognition in Interactive Hypermedia/Multimedia Instruction.
Cates, Ward Mitchell
Defining metacognition as the set of skills and strategies one uses in monitoring and modifying how one learns, this paper addresses ways in which interactive hypermedia/multimedia instructional programs might enhance the meta-cognitive abilities of the learners who use them. It begins by identifying key issues and approaches to metacognition, including the internal and external structures of hypermedia/multimedia products. External structure is described as the ways in which the product assists the learner in gaining access to and making use of the nodes in the product (the internal structure), and strategies for supplying external structure are suggested. Devices for measuring the extent to which learners' metacognitive activities are stimulated, exercised, and developed are discussed, including journal entries, progress logs, transaction shell data, oral discussion, and learner created materials. Specific metacognitive skills are then examined under six broad headings: Task Analysis, Goal Setting, Strategic Action, Cognitive Load, Persistence and Responsibility, and Metacognitive Growth. Within each heading, specific metacognitive skills that might enhance learners' use of hypermedia/multimedia instructional products are examined. For each skill, the paper examines two approaches that hypermedia/multimedia products have used or might use to encourage the development of that skill. The paper next addresses what types of data one might expect to find as evidence of the operation of that skill. Along the way, issues of import in identifying, testing, and evaluating learner metacognition are discussed. (Contains 118 references.) (BBM)
Publication Type: Information Analyses; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Conference of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).