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ERIC Number: EJ1057022
Record Type: Journal
Publication Date: 2015
Pages: 23
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-1743-9884
Metacognition in Self-Regulated Multimedia Learning: Integrating Behavioural, Psychophysiological and Introspective Measures
Antonietti, Alessandro; Colombo, Barbara; Di Nuzzo, Chiara
Learning, Media and Technology, v40 n2 p187-209 2015
This study aims at investigating students' strategies--as revealed by behavioural, psychophysiological and introspective measures--which are applied during the free exploration of multimedia instructional presentations, which requires students to self-regulate their learning processes. Two multimedia presentations were constructed and presented to a sample of 20 undergraduates in two conditions: written text + pictures vs. audio text + pictures. While students were engaged in the study of the presentations, their eye movements were registered and psychophysiological indices were monitored. Students' learning outcomes were assessed and a questionnaire was employed to record students' awareness of the mental processes involved in the task. Results showed that students were able to discriminate between the written- and audio-text conditions and self-regulate their behaviour accordingly. A model, assuming psychophysiological indices as predictors of different eye-movement patterns, highlighted significant differences between the written- and the audio-text conditions. A regression model, considering learning outcomes as a dependent variable, showed that the number of correct responses could be predicted according to the level of cognitive effort needed during the exploration of the multimedia presentations.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A