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ERIC Number: EJ825208
Record Type: Journal
Publication Date: 2009-Jan
Pages: 21
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1055-8896
Generative Learning Strategies and Metacognitive Feedback to Facilitate Comprehension of Complex Science Topics and Self-Regulation
Lee, Hyeon Woo; Lim, Kyu Yon; Grabowski, Barbara
Journal of Educational Multimedia and Hypermedia, v18 n1 p5-25 Jan 2009
Comprehension of complex science topics occurs from the creation of new understanding of the information by the learner. However, learners are not very successful generating their own meaning, especially in computer based learning environments in which learners are required to make decisions about their learning process, since they rarely regulate their own learning process cognitively or metacognitively. This study examined the instructional effects of generative learning strategy and metacognitive feedback on learners' comprehension and self-regulation while learning a complex science topic in a computer-based learning environment. The 36 participants were assigned to either static visualized instructional material dealing with the human heart system, the same material with generative strategy, or the same material with generative strategy and metacognitive feedback. The results of this study revealed that the generative strategy with metacognitive feedback group scored significantly higher on comprehension and self-regulation measures. The results also found a significant positive relationship between self-regulation and comprehension. (Contains 4 tables and 5 figures.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A