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Decision-Making
Published in Tom Kontogiannis, Stathis Malakis, Cognitive Engineering and Safety Organization in Air Traffic Management, 2017
Tom Kontogiannis, Stathis Malakis
In novel situations, where no familiar patterns exist, proficient practitioners supplement situation assessment with a supervisory process that verifies the results of mental simulation and corrects any problems; this supervisory process has been referred to as metacognition. This higher order cognitive function has been addressed by the recognition/metacognition (R/M) model (Cohen et al. 1996). The R/M model describes a set of critical thinking strategies that supplement recognition processes in rapid decision-making. Metacognition involves a number of cognitive strategies regarding whether it is worthwhile to think more about a problem, how to critique a situation model for incompleteness, conflict or unreliability, and how to improve it by collecting new information or revising assumptions.
The Design of POGO World
Published in Erik Hollnagel, Handbook of Cognitive Task Design, 2003
Antonio Rizzo, Patrizia Marti, Françoise Decortis, Claudio Moderini, Job Rutgers
Metacognition is a mental activity in which the object of thinking is thinking itself. The main objective of metacognition is the creation of different ways of building reality. Metacog- nition offers a basis for the interpersonal negotiation of meaning, a unique way to understand each other even when the negotiation process does not succeed in producing a shared meaning. Metacognition can relate to several thinking processes, but in POGO we focused on metacogni- tion of narrative processes, not only because narrative was the focus of the project but because stories are always expressions of a point of view—one of the possible interpretations of reality. Educational programs devote a great attention to the scientific paradigm, but the interpretative one is often neglected. One of Bruner's most important pedagogical claims is to devote more attention, more time, and more effort to the development of children's narrative competence through collaboration
CHAPTER 26 Video Games for Entertainment and Education
Published in Vorderer Peter, Bryant Jennings, Playing Video Games, 2012
From a pedagogical perspective, enhancement in cognitive and metacognitive skills is the most desired outcome. Cognitive skills include, for instance, spatial abilities (see the avantgarde work by Greenfield and colleagues presented in the special issue of the Journal of Applied Developmental Psychology, 1994; but also more recently De Lisi & Wolfrod, 2002), linguistic competence (e.g., Din & Calao, 2001; Veale, 1999), knowledge acquisition, decision making (e.g., Ko, 2002), or problem solving (e.g., Ritterfeld et al., 2004). Metacognition refers to the fact that humans are conscious about their thinking: One can select, evaluate, and modify strategies for knowledge acquisition, problem solving, or other learning processes (Schneider & Lockl, 2002). For example, Oyen and Bebko (1996) successfully applied video games for the development of memory-enhancing strategies. Metacognitive skills play a major role in education because they help individuals learn how to learn. Research suggests that teaching metacognitive skills results in increased learning, especially in unfamiliar situations in which habitual responses are not successful (Scruggs, Mastropieri, Monson, & Jorgenson, 1985). Computer simulated worlds are designed to confront the user with a broad variety of unfamiliar situations in which he or she is supposed to act. It seems plausible that video game players benefit from metacognitive strategies in situations in which a challenge cannot be mastered. Metacognitive strategies unfold even at the very moment a child begins to play a video game. As Ko (2002) observed, video game play patterns vary between random guessers and good problem solvers, indicating the use of metacognitive strategies in the latter.
Entrepreneurial Education Model Based on Interactive Technology and Cognitive Psychology
Published in International Journal of Human–Computer Interaction, 2023
Su Chen, Wenbin Shen, Xinyu Tan
At the theoretical level, the core of metacognition lies in regulation, that is, constantly summarizing their own learning experience and timely adjusting their learning methods and behaviors, which are inseparable from students’ learning attitude and high learning enthusiasm. Therefore, this article discusses the introduction of learning motivation into the research, and analyzes and verifies its role in promoting college students’ metacognitive ability. The study found that learning motivation positively regulates the relationship between entrepreneurial practice education and college students’ metacognitive knowledge and metacognitive experience, and negatively regulates the relationship between entrepreneurial theory education and college students’ metacognitive knowledge and metacognitive experience, that is, students with more in-depth learning motivation can better improve their metacognitive knowledge and experience in the process of receiving entrepreneurial practice education while showing the opposite results in entrepreneurial theory education.
A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education
Published in Behaviour & Information Technology, 2022
Zhihong Xu, Yingying Zhao, Bingsheng Zhang, Jeffrey Liew, Ashlynn Kogut
Through these phases, learners utilise various SRL strategies to regulate their learning. SRL strategies in the current study were categorised mainly based on Pintrich’s (1991, 2004) conceptual and operational framework, which is one of the most influential models in this field and comprises the most comprehensive SRL strategies (Panadero 2017; Richardson, Abraham, and Bond 2012). We first identified three types of SRL strategies: cognitive, metacognitive, and resource management strategies (Pintrich, 1991). Cognitive strategies are defined as students’ cognitive processes while performing academic tasks, such as rehearsal, elaboration, and critical thinking. Metacognitive strategies focus on the learner’s awareness and control of cognitive processes and include planning, monitoring, and regulating. Resource management strategies refers to managing and regulating resources, including time and environmental management, effort or motivational regulation, help seeking, and peer learning. Considering emotional regulation is also an important component of SRL processes (Hadwin, Järvelä, and Miller 2011; Panadero 2017), we added it as the fourth type of SRL strategies.
Role of motivations, self-regulations, and perceived competitive intensity in solvers’ continuance intention in crowdsourcing contests
Published in Behaviour & Information Technology, 2022
Wei Wu, Xiang Gong, Qianwen Yang
We extend the scope of the extant research to include a new mechanism underlying the impact of motivation type on continuance intention from the self-regulation perspective. Self-regulation refers to solvers’ self-generated thoughts, feelings, and actions that are planned and cyclically adapted to attain personal goals (Karoly 1993). Self-regulation is especially relevant in the crowdsourcing contest setting, as solvers are voluntarily self-directed in their sustained participation without external guidance such as systematic feedback on their performance to guide their progress (Ihl, Strunk, and Fiedler 2018; Açıkgöz and Latham 2022). Meanwhile, crowdsourcing contests are emotionally involved given their competitive nature, so disruptive emotions such as frustration and anxiety may arise (Goetz et al. 2007; Strunk et al. 2022). The lack of external guidance and potential disruptive emotions increases the necessity for solvers’ self-regulation of their cognition (i.e. metacognitive strategies) and emotion (i.e. emotion control). Metacognitive strategies refer to the exercising of self-regulatory processes to develop personal skills in planning, monitoring, and evaluating one’s own progress in task completion (Keith and Frese 2005). Emotion control refer to self-regulatory processes that protect oneself from disruptive emotions during task engagement (Keith and Frese 2005). These self-regulatory efforts require mindful engagement and serve to maintain individuals’ enthusiasm towards activities, and they thereby predict continuance intention (Tsai et al. 2018).