This study aims at investigating students’ strategies – as revealed by behavioural, psychophysiological and introspective measures – which are applied during the free exploration of multimedia instructional presentations, which requires students to self-regulate their learning processes. Two multimedia presentations were constructed and presented to a sample of 20 undergraduates in two conditions: written text + pictures vs. audio text + pictures. While students were engaged in the study of the presentations, their eye movements were registered and psychophysiological indices were monitored. Students’ learning outcomes were assessed and a questionnaire was employed to record students’ awareness of the mental processes involved in the task. Results showed that students were able to discriminate between the written- and audio-text conditions and self-regulate their behaviour accordingly. A model, assuming psychophysiological indices as predictors of different eye-movement patterns, highlighted significant differences between the written- and the audio-text conditions. A regression model, considering learning outcomes as a dependent variable, showed that the number of correct responses could be predicted according to the level of cognitive effort needed during the exploration of the multimedia presentations.

Antonietti, A., Colombo, B., Di Nuzzo, C., Metacognition in self-regulated multimedia learning: integrating behavioural, psychophysiological and introspective measures, <<LEARNING, MEDIA AND TECHNOLOGY>>, 2014; 40 (2): 187-209. [doi:10.1080/17439884.2014.933112] [http://hdl.handle.net/10807/75444]

Metacognition in self-regulated multimedia learning: integrating behavioural, psychophysiological and introspective measures

Antonietti
Primo
;
Alessandro; Colombo
;
Barbara; Di Nuzzo
Ultimo
2014

Abstract

This study aims at investigating students’ strategies – as revealed by behavioural, psychophysiological and introspective measures – which are applied during the free exploration of multimedia instructional presentations, which requires students to self-regulate their learning processes. Two multimedia presentations were constructed and presented to a sample of 20 undergraduates in two conditions: written text + pictures vs. audio text + pictures. While students were engaged in the study of the presentations, their eye movements were registered and psychophysiological indices were monitored. Students’ learning outcomes were assessed and a questionnaire was employed to record students’ awareness of the mental processes involved in the task. Results showed that students were able to discriminate between the written- and audio-text conditions and self-regulate their behaviour accordingly. A model, assuming psychophysiological indices as predictors of different eye-movement patterns, highlighted significant differences between the written- and the audio-text conditions. A regression model, considering learning outcomes as a dependent variable, showed that the number of correct responses could be predicted according to the level of cognitive effort needed during the exploration of the multimedia presentations.
Inglese
Antonietti, A., Colombo, B., Di Nuzzo, C., Metacognition in self-regulated multimedia learning: integrating behavioural, psychophysiological and introspective measures, <<LEARNING, MEDIA AND TECHNOLOGY>>, 2014; 40 (2): 187-209. [doi:10.1080/17439884.2014.933112] [http://hdl.handle.net/10807/75444]
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