Item request has been placed! ×
Item request cannot be made. ×
loading  Processing Request

Examining the Role of Metacognitive Prompts on Learning Behavior during Circuit Analysis Problem-Solving in CBLE: An Epistemic Network Analysis Approach

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Author(s): Jyoti Shaha; Amit Paikrao; Ramkumar Rajendran
  • Language:
    English
  • Source:
    International Association for Development of the Information Society. 2025.
  • Publication Date:
    2025
  • Document Type:
    Speeches/Meeting Papers
    Reports - Research
  • Additional Information
    • Availability:
      International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
    • Peer Reviewed:
      Y
    • Source:
      8
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Metacognition; Prompting; Learning Processes; Electronic Equipment; Problem Solving; Computer Uses in Education; Epistemology; Network Analysis; Undergraduate Students; Engineering Education; Information Seeking; Resources
    • Abstract:
      This study examines the impact of metacognitive prompts on electrical engineering students' learning behavior during problem-solving in a computer-based learning environment. This research study uses Epistemic Network Analysis (ENA) to investigate behavioral differences between students who received metacognitive prompts and those who solved problems without prompts. Thirty-two undergraduate electrical engineering students were randomly assigned to an experimental group (n = 16) receiving metacognitive prompts and a control group (n = 16) without prompts. Data collection involved interaction log data during problem-solving. We used ENA to identify differences in prominent and co-occurring actions between experimental and control groups. ENA analysis along the X-axis revealed statistically significant differences between groups. using a Mann-Whitney U test: control group (median = 0.09, N = 16) versus experimental group (median = -0.13, N = 16), U = 247.00, p < 0.001. The findings indicate that the control group's behaviors were oriented toward information-seeking activities, while the experimental group demonstrated greater integration of problem-solving actions with resource utilization. The results highlight the impact of metacognitive prompts on students' learning behavior during problem-solving in CBLE. [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (22nd, Porto, Portugal, November 1-3, 2025)," see ED677812.]
    • Abstract:
      As Provided
    • Publication Date:
      2026
    • Accession Number:
      ED677865