University of Oulu

Malmberg, J, Fincham, O, Pijeira-Díaz, HJ, Järvelä, S, Gašević, D. Revealing the hidden structure of physiological states during metacognitive monitoring in collaborative learning. J Comput Assist Learn. 2021; 37: 861– 874. https://doi.org/10.1111/jcal.12529

Revealing the hidden structure of physiological states during metacognitive monitoring in collaborative learning

Saved in:
Author: Malmberg, Jonna1; Fincham, Oliver2; Pijeira-Díaz, Héctor J.1,3;
Organizations: 1University of Oulu, Oulu, Finland
2University of Edinburgh, Edinburgh, UK
3Maastricht University, Maastricht, Netherlands
4Monash University, Clayton, Australia
5King Abdulaziz University, Jeddah, Saudi Arabia
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 1.6 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2021060834721
Language: English
Published: John Wiley & Sons, 2021
Publish Date: 2021-06-08
Description:

Abstract

Using hidden Markov models (HMM), the current study looked at how learners' metacognitive monitoring is related to their physiological reactivity in the context of collaborative learning. The participants (N = 12, age 16–17 years, three females and nine males) in the study were high school students enrolled in an advanced physics course. The results show that during collaborative learning, the students engaged in monitoring in each self-regulated learning phase such as task understanding, planning and goal setting, task enactment, adaptation and reflection. The results of the HMM indicated that the learners' physiological reactivity was low when monitoring occurred. The associations between the states based on the HMM provide insights not only into how learners engage in metacognitive monitoring but also about their level of physiological reactivity in each state. In conclusion, exploring aspects of metacognitive monitoring in collaborative learning can be done with the help of physiological reactions.

see all

Series: Journal of computer assisted learning
ISSN: 0266-4909
ISSN-E: 1365-2729
ISSN-L: 0266-4909
Volume: 37
Issue: 3
Pages: 861 - 874
DOI: 10.1111/jcal.12529
OADOI: https://oadoi.org/10.1111/jcal.12529
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Funding: Academy of Finland, Grant/Award Number: 275440; Kulttuurin ja Yhteiskunnan Tutkimuksen Toimikunta, Grant/Award Number: 308809.
Academy of Finland Grant Number: 275440
Detailed Information: 275440 (Academy of Finland Funding decision)
Copyright information: © 2021 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
  https://creativecommons.org/licenses/by/4.0/