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Related Experiment Video

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Active learning: effects of core training design elements on self-regulatory processes, learning, and adaptability.

Bradford S Bell¹, Steve W J Kozlowski

¹Department of Human Resource Studies, ILR School, Cornell University, Ithaca, NY 14850, USA. bb92@cornell.edu

The Journal of Applied Psychology

|March 26, 2008

Summary

Active learning strategies like exploration and error encouragement boost learning and skill transfer. Individual differences and specific training designs significantly impact cognitive and emotional outcomes in complex simulations.

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Area of Science:

Cognitive Psychology
Educational Technology
Learning Sciences

Background:

Active learning is crucial for skill acquisition and transfer.
Understanding the interplay of cognitive, motivational, and emotional factors is key.
Individual differences influence learning effectiveness.

Purpose of the Study:

To examine cognitive, motivational, and emotional processes in active learning.
To investigate the impact of training design elements on learning and transfer.
To explore how individual differences shape these learning processes.

Main Methods:

A comprehensive examination of active learning approaches.
Training 350 participants on a complex, computer-based simulation.
Analyzing the effects of exploration, error encouragement, and emotion control strategies.

Main Results:

Exploratory learning and error encouragement positively impacted adaptive transfer performance.
These strategies interacted with cognitive ability and goal orientation to affect metacognition and state goal orientation.
Emotion control strategies reduced state anxiety levels.

Conclusions:

Active learning designs incorporating exploration and error encouragement enhance adaptive transfer.
Learner-centered design should consider individual differences in cognitive ability and goal orientation.
Integrated theories of active learning can guide future research and training development.