Individual differences, hypermedia navigation, and learning: an empirical study
Journal of Educational Multimedia and Hypermedia
MetaLinks: Authoring and Affordances for Conceptual and Narrative Flow in Adaptive Hyperbooks
International Journal of Artificial Intelligence in Education
Which science disciplines are pertinent?: impact of epistemological beliefs on students' choices
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
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Previous research indicates that students' adaptation to task complexity in the planning stages of self-regulated learning are related to their epistemological beliefs (Stahl, Pieschl, & Bromme, 2006), but it is an open issue if students enact similar strategies in subsequent stages. Based on the COPES-model (Winne & Hadwin, 1998) the impact of epistemological beliefs on learning is tested here experimentally. In this study, students (21 humanities students, 14 biology students) had to solve five tasks of different complexity (Anderson et al., 2001) with a hypertext on "genetic fingerprinting". Results indicate that students adapted their concurrent thoughts and concurrent actions to task complexity in this enactment stage. An epistemological sensitisation was administered that elicited more "sophisticated" beliefs and caused more elaborate learning processes. For example, students with this sensitisation employed more metacognitive planning, especially for more complex tasks. Additionally, effects of prior domain knowledge were investigated.