Adaptive learning and metacognitive regulation support for iii-structured problem solving processes in web-based learning
Abstract
This research was set up to investigate the effect of adaptive user interface and self regulation
learning supports, in a web-based non-collaborative learning system, on the
learners' cognition, metacognitive awareness and application of problem solving
processes. The research was designed as a mixed study with two quantitative
experimental studies and a qualitative cross-case comparative study. Study 1 investigated the effect of adaptive user interface supports on the learner's cognitive
performance, measured as test scores, and perceived value of the adaptive features of
the learning environment. Study 2 investigated the effect of self-regulation scaffolds on
the learner's level of metacognitive awareness and level of application of problem
solving processes. The qualitative study further investigated the effects of self regulation
scaffolds by using the think aloud method.
Results from Study 1 indicated no significant difference in mean test scores between
learners using and those not using adaptive features. Regarding perceived value of the
adaptive features, both groups "starting with" and "starting without" adaptive features
perceived the features as useful. The results show that the order of sequencing course
content as well as the strategy of presenting adaptive user interface supports has an
impact on learner performance and experience. From Study 2, learners who used the
scaffolds had a significantly higher metacognitive awareness and application of problem
solving processes, compared to the control group. However, whereas the scaffolds were
effective for knowledge of regulation of cognition, they had minimal effect on
knowledge of cognition. Hence, there is need for a different set of scaffolds for
knowledge of cognition. Study 2 also showed that the effect of scaffolds on the learners'
cognitive processes is better measured using the self-report method followed by solving
of a task.
Keywords: Scaffolding, cognitive load, metacognition, cognition, ill-structured problem
solving, adaptive web-based learning, Machine Learning algorithms, instructional design
Publisher
School of Computing and Informatics, University of Nairobi
Description
PhD