Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding?     

Deep K. Khosa  Simone E. Volet 《Metacognition and Learning》2014,9(3):287-307

This paper addresses the nature and significance of productive engagement in cognitive activity and metacognitive regulation in collaborative learning tasks that involve complex scientific knowledge. A situative framework, combining the constructs of social regulation and content processing, provided the theoretical basis for the development of a comprehensive coding scheme for interactive data analysis. An empirical study was conducted with two groups of university students working on two science-learning tasks. It examined the function of metacognitive regulation to control the flow of cognitive activity, and the extent to which group differences in cognitive and metacognitive regulation processes during collaborative learning could explain differences in the groups’ learning outcomes. The findings provide validation of the framework and its derived coding scheme. An example of a way in which a group engages in socially shared metacognitive regulation is presented to demonstrate how the coding scheme was applied to the data. Theoretical and empirical implications of the findings are discussed.  相似文献   

Sprint start kinematics during competition in elite and world-class male and female sprinters     

Simone Ciacci  Franco Merni  Sandro Bartolomei 《Journal of sports sciences》2017,35(13):1270-1278

The start kinematics has been reported to differ between male and female sprinters. This study aimed to determine whether kinematic differences between the sexes are attributable to an effect of sex per se, or rather to the absolute performance level of the sprinters, quantified by the 100-m time. A total of 20 sprinters (10 M, 10 F), including world-class and elite athletes, were assessed. Start phases from the “set” position to the first two steps were analysed. Linear regression analyses showed a few significant differences between sexes when taking into account the effect of performance level: M had shorter pushing phase duration, higher horizontal velocity at block clearing, and shorter contact times of the first two steps. Conversely, the performance level affected most of the examined parameters: faster sprinters showed the centre of mass (CM) closer to the ground and a more flexed front knee in the “set” position, longer pushing phase duration, lower vertical velocity of the CM at block clearing, and longer contact times and shorter flight times in the first two steps. These findings suggest that the start kinematics is only partially affected by the sex of sprinters, whereas a bigger role is played by their performance level.  相似文献   

Correction to: Computational Thinking,Between Papert and Wing     

Lodi  Michael  Martini  Simone 《Science & Education》2022,31(2):561-562

Science & Education -  相似文献   

Raising student engagement using digital nudges tailored to students' motivation and perceived ability levels     

Simone Plak  Chris van Klaveren  Ilja Cornelisz 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):554-580

Participation in educational activities is an important prerequisite for academic success, yet often proves to be particularly challenging in digital settings. Therefore, this study set out to increase participation in an online proctored formative statistics exam by digital nudging. We exploited targeted nudges based on the Fogg Behaviour Model, highlighting the relevance of acknowledging differences in motivation and ability in allocating nudges to elicit target behaviour. First, we assessed whether pre-existing levels of motivation and perceived ability to participate are effective in identifying different propensities of responsiveness to plain untailored nudges. Next, we evaluated whether tailoring nudges to students' motivation and perceived ability levels increases target behaviour by means of a randomized field experiment in which 579 first-year university students received 6 consecutive emails over the course of three weeks to nudge behaviour regarding successful participation in the online exam. First, the results point out that motivation explains differences in engagement as indicated by student responsiveness and participation, whereas the perceived ability to participate does not. Second, the results from the randomized field experiment indicate that tailored nudging did not improve observed engagement. Implications for the potential of providing motivational information to improve participation in online educational activities are discussed, as are alternatives for capturing perceived ability more effectively.

Practitioner notes

What is already known about this topic

• Participation in educational activities is an important prerequisite for academic success, yet often proves to be particularly challenging in digital settings.
• Students' internal barriers to online participation and persistence in higher education are lack of motivation and perceived ability.
• Nudging interventions tackle students' behavioural barriers, and are particularly effective when guided by a theory of behaviour change, and when targeting students who suffer most from those barriers.

What this paper adds

• This study examines whether the Fogg Behaviour Model is suited to guide a nudging intervention with the aim to increase student engagement in online higher education.
• This study examines whether students with different levels of motivation and perceived ability vary in their online behaviour in response to nudges.
• This study experimentally evaluates whether targeted nudges—targeted at students' motivation and perceived ability—are more effective than plain (not-targeted) nudges.

Implications for practice and/or policy

• The results indicate the importance of motivation for performing nudged behaviours regarding successful participation in an online educational activity.
• The results do not provide evidence for the role of perceived digital ability, yet do show prior performance on a similar educational activity can effectively distinguish between students' responsiveness.
• Targeted nudges were not more effective than plain nudges, but the potential of other motivational nudges and how to increase perceived performance are discussed.

  相似文献