ERIC Number: EJ1140654
Record Type: Journal
Publication Date: 2017-Jun
Abstractor: As Provided
Text Difficulty Affects Metacomprehension Accuracy and Knowledge Test Performance in Text Learning
Vössing, J.; Stamov-Roßnagel, C.; Heinitz, K.
Journal of Computer Assisted Learning, v33 n3 p282-291 Jun 2017
Metacomprehension as reflected in judgements of one's learning is crucial for self-regulated study, yet their accuracy is often low. We investigated text difficulty as a constraint on metacomprehension accuracy in text learning. A total of 235 participants studied a 10-section expository text and afterwards took a knowledge test. They made judgements of learning after each section. Sections were of high, medium or low difficulty; we manipulated between participants the order of difficulty levels across sections. In blocked orders, texts in each block (sections 1-4; sections 5-6; sections 7-10) were of the same difficulty level. In mixed orders, difficulty varied throughout the learning unit either from easy to difficult or from difficult to easy. Our general tenet was that orders would trigger different extents of experience-based processing and thus influence metacomprehension accuracy to different degrees. As hypothesized, accuracy was higher for blocked difficulty orders. Late-section judgement magnitude decreased more strongly in the blocked groups. At the same time, late-section judgement accuracy was higher in the blocked group. We discuss implications and limitations of the influence of fluctuations in text difficulty on judgements of learning accuracy together with some avenues for further research.
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Publication Type: Journal Articles; Reports - Research
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