The Impact of Prompting in Technology-Enhanced Learning as Moderated by Students' Motivation and Metacognitive Skills

Authors:
Pantelis M. Papadopoulos;Stavros N. Demetriadis;Ioannis G. Stamelos
Affiliations:
Informatics Department, Aristotle University of Thessaloniki, Thessaloniki, Greece 54621;Informatics Department, Aristotle University of Thessaloniki, Thessaloniki, Greece 54621;Informatics Department, Aristotle University of Thessaloniki, Thessaloniki, Greece 54621
Venue:
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Year:
2009

Citing 10
Cited 1

Case-based reasoning

Case-based reasoning
Computer-mediated scholarly discussion groups

Computers & Education - Special issue: education and the Internet
Contextualized questioning to scaffold learning from simulations

Computers & Education
Dynamics and Automaticity of Context: A Cognitive Modeling Approach

CONTEXT '99 Proceedings of the Second International and Interdisciplinary Conference on Modeling and Using Context
Software Development Failures

Software Development Failures
Software Engineering (7th Edition)

Software Engineering (7th Edition)
An investigation of software engineering curricula

Journal of Systems and Software
An analysis of peer interaction patterns as discoursed by on-line small group problem-solving activity

Computers & Education
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning

e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
Analyzing the role of students' self-organization in a case of scripted collaboration

CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1

Content, social, and metacognitive statements: an empirical study comparing human-human and human-computer tutorial dialogue

EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice

Quantified Score

Hi-index	0.00

Visualization

Abstract

This work explores the role of students' motivation and metacognitive skills as moderating factors that influence the impact of an instructional method in the ill-structured domain of Software Project Management (SPM). In order to teach aspects of the SPM domain, we developed a web environment for case-based learning and implemented additionally a questioning strategy to help students focus on important parts of the case material. The paper presents the results from three studies revealing how students' motivation and metacognitive awareness influenced their engagement in the cognitively challenging situations induced by the method. The implication for instructors and designers is that implementing a promising method, to help students efficiently process the complex material in an ill-structured domain, might not always lead to the desired learning outcomes. Students' motivation and metacognitive skills should also be addressed, in order to maximize the potential benefits of instruction.