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How Are Feelings of Difficulty and Familiarity Linked to Learning Behaviors and Gains in a Complex Science Learning Task?
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Zhang, Yingbin; Paquette, Luc; Baker, Ryan S.; Bosch, Nigel; Ocumpaugh, Jaclyn; Biswas, Gautam – European Journal of Psychology of Education, 2023
The feelings of difficulty and familiarity (FOD and FOF) are two types of metacognitive experiences. Both may influence student engagement and the application of metacognitive strategies, but these relationships are not well understood, in part because many studies have relied on self-report measures of behaviors that may not accurately reflect…
Descriptors: Metacognition, Difficulty Level, Familiarity, Learning Strategies
Meta-Affective Behaviour within an Intelligent Tutoring System for Mathematics
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Rebolledo-Mendez, Genaro; Huerta-Pacheco, N. Sofia; Baker, Ryan S.; du Boulay, Benedict – International Journal of Artificial Intelligence in Education, 2022
Many previous studies have highlighted the influence of learners' affective states on learning with tutoring systems. However, the associations between learning and learners' meta-affective capability are still unclear. The goal of this paper is to analyse meta-affective capability and its influence on learning outcomes as well as the dynamics of…
Descriptors: Affective Behavior, Intelligent Tutoring Systems, Mathematics Education, Secondary School Students
Detecting SMART Model Cognitive Operations in Mathematical Problem-Solving Process
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Zhang, Jiayi; Andres, Juliana Ma. Alexandra L.; Hutt, Stephen; Baker, Ryan S.; Ocumpaugh, Jaclyn; Mills, Caitlin; Brooks, Jamiella; Sethuraman, Sheela; Young, Tyron – International Educational Data Mining Society, 2022
Self-regulated learning (SRL) is a critical component of mathematics problem solving. Students skilled in SRL are more likely to effectively set goals, search for information, and direct their attention and cognitive process so that they align their efforts with their objectives. An influential framework for SRL, the SMART model, proposes that…
Descriptors: Mathematics Instruction, Teaching Methods, Problem Solving, Metacognition
Can Strategic Behaviour Facilitate Confusion Resolution? The Interplay between Confusion and Metacognitive Strategies in Betty's Brain
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Zhang Yingbin; Paquette, Luc; Baker, Ryan S.; Ocumpaugh, Jaclyn; Bosch, Nigel; Biswas, Gautam; Munshi, Anabil – Journal of Learning Analytics, 2021
Confusion may benefit learning when it is resolved or partially resolved. Metacognitive strategies (MS) may help learners to resolve confusion when it occurs during learning and problem solving. This study examined the relationship between confusion and MS that students evoked in Betty's Brain, a computer-based learning-by-modelling environment…
Descriptors: Metacognition, Brain, Grade 6, Emotional Response
Using Machine Learning to Detect SMART Model Cognitive Operations in Mathematical Problem-Solving Process
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Zhang, Jiayi; Andres, Juliana Ma. Alexandra L.; Hutt, Stephen; Baker, Ryan S.; Ocumpaugh, Jaclyn; Nasiar, Nidhi; Mills, Caitlin; Brooks, Jamiella; Sethuaman, Sheela; Young, Tyron – Journal of Educational Data Mining, 2022
Self-regulated learning (SRL) is a critical component of mathematics problem-solving. Students skilled in SRL are more likely to effectively set goals, search for information, and direct their attention and cognitive process so that they align their efforts with their objectives. An influential framework for SRL, the SMART model (Winne, 2017),…
Descriptors: Problem Solving, Mathematics Instruction, Learning Management Systems, Learning Analytics