What Do You Mean by to Help Learning of Metacognition?

Several computer-based learning support systems and methods help learners to master metacognitive activity. Which systems and methods are designed to eliminate which difficulties associated with the learning of metacognitive activity through its clear specification? We adopt a method in our research that supports learning by eliminating salient difficulties. We believe that it is possible to eliminate or decrease them through appropriate design only after specifying those difficulties associated with learning. In this study, we analyze difficulties in performing cognitive activity, distinguish factors of difficulty from other factors, and construct our framework, which represents difficulties in performing metacognitive activity. Finally, we organize existing support systems and methods based on that framework.

[1]  Vincent Yzerbyt,et al.  From Social Cognition to Metacognition , 1998 .

[2]  Gregory Schraw.  Promoting general metacognitive awareness , 1998 .

[3]  Michiko Kayashima,et al.  Towards Helping Learners Master Self-Regulation Skills , 2003 .

[4]  Michiko Kayashima,et al.  The Model of Metacognitive Skill and How to Facilitate Development of the Skill , 2022 .

[5]  J. Flavell.  Speculations about the nature and development of metacognition , 1987 .

[6]  Douglas J. Hacker.  Definitions and Empirical Foundations , 1998 .

[7]  Kenneth R. Koedinger,et al.  Recasting the feedback debate: benefits of tutoring error detection and correction skills , 2003 .

[8]  F. Weinert,et al.  Metacognition, motivation, and understanding , 1987 .

[9]  C. Carver,et al.  On the Self-Regulation of Behavior , 1998 .

[10]  Riichiro Mizoguchi,et al.  Towards Shared Understanding of Metacognitive Skill and Facilitating Its Development , 2004, Intelligent Tutoring Systems.

[11]  Douglas J. Hacker,et al.  Metacognition in educational theory and practice. , 1998 .

[12]  J A Starkweather,et al.  The computer as a tool for learning. , 1986, The Western journal of medicine.

[13]  Janet E. Davidson,et al.  The role of metacognition in problem solving , 1994 .

[14]  D. Schoen.  The Reflective Practitioner , 1983 .

[15]  W. P. Rivers.  Autonomy at All Costs: An Ethnography of Metacognitive Self-Assessment and Self-Management among Experienced Language Learners. , 2001 .

[16]  T. O. Nelson,et al.  Why investigate metacognition , 1994 .

[17]  Allan Collins,et al.  THE COMPUTER AS A TOOL FOR LEARNING THROUGH REFLECTION , 1986 .

[18]  Ann L. Brown,et al.  Guided, Cooperative Learning and Individual Knowledge Acquisition , 2018, Knowing, Learning, and Instruction.

[19]  Rainer H. Kluwe,et al.  Cognitive Knowledge and Executive Control: Metacognition , 1982 .

[20]  Claudia Gama,et al.  Metacognition in Interactive Learning Environments: The Reflection Assistant Model , 2004, Intelligent Tutoring Systems.

[21]  John Seely Brown,et al.  Process versus Product: A Perspective on Tools for Communal and Informal Electronic Learning , 1985 .

[22]  A. King.  Transactive Peer Tutoring: Distributing Cognition and Metacognition , 1998 .

[23]  Philip H. Winne,et al.  Studying as self-regulated learning. , 1998 .

[24]  Riichiro Mizoguchi,et al.  What is Metacognitive Skill? Collaborative Learning Strategy to Facilitate Development of Metacognitive Skill , 2004 .

[25]  A. Brown.  Metacognition, executive control, self-regulation, and other more mysterious mechanisms , 1987 .

[26]  J. Flavell.  Metacognitive aspects of problem solving , 1976 .

[27]  Tsukasa Hirashima,et al.  Difference Visualization to Pull the Trigger of Reflection , 2003 .

[28]  S. Stein.  What's All the Fuss About? , 1996 .

[29]  John R. Anderson,et al.  Cognitive principles in the design of computer tutors , 1984 .

[30]  L. Resnick.  The Nature of Intelligence , 2024 .

[31]  Heinz Mandl,et al.  Learning Issues for Intelligent Tutoring Systems , 1988, Cognitive Science.

[32]  Michiko Kayashima,et al.  Difficulties in Mastering Self-Regulation Skill and Supporting Method for It , 2003 .