Abstract:

Rapid global and structural changes require complex problem solving for learners. In order to solve challenging problems, learners not only need to be enabled to perform cognitive activities. Also, skills to set goals, plan activities, monitor learning processes and to reflect on actions are vital. These skills are described as self-regulated learning (SRL; Zimmerman, 2000) and considered as a 21st century skill to ensure productive lifelong learning (European Union, 2019) and effective digital learning (Broadbent, Panadero, Lodge & de Baba, 2020). In digital learning environments, an effective approach to support students to engage in self-regulated learning is seen to be by means of so-called metacognitive prompts (Guo, 2022). For the present study, metacognitive prompts have been developed for an authentic digital learning environment for lower secondary grade. The aim of the study was to examine which activities of SRL are shown in this age group and whether the metacognitive prompts foster the students’ SRL and subsequently their academic achievement. Using a pre-post experimental design, students received metacognitive prompts (n = 18) or no prompts (n = 16). The utterances of the students were recorded while thinking-aloud for 30 minutes in the digital learning environment, subsequently transcribed and coded in activities of SRL. The coding scheme was developed from Bannert (2007) and the data following Chi (2006). By means of process mining, the students’ SRL sequences were analyzed.

Analyses indicate that learners in both groups use planning and orientation strategies more often than strategies of evaluation and reflection. Process models, analyzed with the Fuzzy Miner Algorithm, demonstrate patterns in the temporal structure of activities of SRL, starting with orientation or planning and ending with evaluation and reflection, largely similar between the groups. Opposed to previous research, no significant differences between the groups in terms of their activities of SRL and no significant effects on the students’ SRL or academic achievement could be found. Together with an in-depth analysis of the think-aloud data, conclusions concerning prior knowledge on SRL, the design and the method of this study can be drawn. Firstly, the prompts’ design was based on the assumption that students in lower secondary grade possess some basic knowledge on SRL. The findings suggest, however, that more information on SRL and its importance needs to be presented to the students. Secondly, it seems that prompts need to be designed in in a way that students are forced to interact with or react to the prompt. When students only had to read a prompt, some did not react but simply continued. Thirdly, concerning the method of this research, the findings suggest that students need more routine to get accustomed to the prompts. One learning session might not be enough to yield changes in the students’ SRL or academic achievement. Implications on how to successfully support students in lower secondary school in digital learning environments will be provided.

Keywords:

21st century skill, metacognitive prompts, think-aloud protocol, process mining.