As a guest user you are not logged in or recognized by your IP address. You have
access to the Front Matter, Abstracts, Author Index, Subject Index and the full
text of Open Access publications.
In this paper we explored the relationship between metacognitive statements and learning gains with students' typed and spoken interactions with an intelligent tutoring system, called AutoTutor. Analyses revealed that students who entered their contributions via speech showed a significantly higher proportion of metacognitive statements (e.g., I'm not following, I understand). There was a significant negative correlation between metacognitive statements and posttest scores on both typed and spoken interactions. Students with low prior knowledge expressed more metacognitive statements than did students with high prior knowledge. Therefore, metacognitive expressions reflect the learners' knowledge deficits as opposed to improved knowledge monitoring from greater subject matter knowledge.
This website uses cookies
We use cookies to provide you with the best possible experience. They also allow us to analyze user behavior in order to constantly improve the website for you. Info about the privacy policy of IOS Press.
This website uses cookies
We use cookies to provide you with the best possible experience. They also allow us to analyze user behavior in order to constantly improve the website for you. Info about the privacy policy of IOS Press.