A Sustainable Training Method of Metacognitive Skills in Daily Lab Activities Using Gaze-aware Reflective Meeting Reports

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Author(s)

    • Ogino Ryo
    • Graduate School of Humanities and Sustainable System Sciences, Osaka Prefecture University
    • Hayashi Yuki
    • Graduate School of Humanities and Sustainable System Sciences, Osaka Prefecture University
    • Seta Kazuhisa
    • Graduate School of Humanities and Sustainable System Sciences, Osaka Prefecture University

Abstract

<p>Metacognitive thinking skills, which monitor and control one's thoughts, are an essential competency in various fields and domains. In general, teaching metacognitive skills is difficult because of the implicit nature of thinking. To promote learners' metacognitive activities, we researched and confirmed that, when critically reading a learner's paper, the learner's and expert's eye-movement information contributed to enhancing the learner's metacognitive inference activities (MIA) and metacognitive knowledge. In this study, we embedded our metacognitive learning method into daily lab activities to sustainably promote learners' MIA. This metacognitive learning design was continuously employed in our laboratory for three months. Experimental results showed that our proposed learning design could be successfully adapted to learners' daily lab activities. In addition, the results suggested that continuous practice could contribute to improving learners' metacognitive awareness.</p>

Journal

  • The Journal of Information and Systems in Education

    The Journal of Information and Systems in Education 18(1), 16-26, 2019

    Japanese Society for Information and Systems in Education

Codes

  • NII Article ID (NAID)
    130007679310
  • Text Lang
    ENG
  • ISSN
    1348-236X
  • Data Source
    J-STAGE 
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