Increasing metacomprehension accuracy in computer-supported learning: The roles of judgement type and judgement scope

[Speaker] Stamov Rossnagel, Christian:1
1:Jacobs University Bremen (Germany)

Learners' judgements of their learning are crucial for self-regulated study, but judgement accuracy is usually low. To increase accuracy, we had participants make combined judgements. 240 participants studied a ten-chapter expository text. In the simple judgements group, participants after each chapter rated the likelihood of answering correctly a knowledge question (judgement of learning; JOL). In the combined judgements group, participants rated their understanding of the texts before making a JOL. Judgement accuracy and knowledge test scores were higher with combined judgements. In Experiment 2, we extended judgement scope. Rather than predicting answers correct for a specific term, another 256 participants rated the likelihood of answering correctly a question on the entire chapter. Accuracy was lower than in Experiment 1, but whilst accuracy dropped to an insignificant level in the simple judgements group, it was still significant with combined judgments. We discuss implications for adaptive learner support based on judgement prompts.
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