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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
Prior Knowledge and Integrated Metacognitive Support in Hypermedia Learning: Effects on Self-Regulated Learning
Chenyin Wang1, Yanqing Chen1, Guoxia Wang1
1School of Psychology, Northeast Normal University, Changchun 130024, China.
Behavioral Sciences (Basel, Switzerland)
|July 28, 2026
Summary
Integrated metacognitive support enhances self-regulated learning (SRL) in hypermedia environments, especially benefiting learners with low prior knowledge. This support improves learning strategies and outcomes for better comprehension and retention.
Area of Science:
- Educational Technology
- Cognitive Psychology
- Learning Sciences
Background:
- Hypermedia learning environments demand significant self-regulation skills.
- Many learners struggle with planning, monitoring, and evaluating their understanding in these environments.
Purpose of the Study:
- To investigate if integrated metacognitive support enhances self-regulated learning (SRL) processes and outcomes.
- To determine if the effects of metacognitive support vary based on learners' prior knowledge.
Main Methods:
- A 2x2 between-subjects design with 103 undergraduates learning about the human circulatory system.
- Random assignment to integrated metacognitive support or control conditions.
- Measurement of prior knowledge before the learning intervention.
Main Results:
- Integrated metacognitive support significantly improved SRL strategies (planning, monitoring, rehearsal, elaboration, organization).
- Support enhanced learning outcomes, including retention, comprehension, and overall post-test scores.
- Learners with low prior knowledge showed a greater shift towards adaptive SRL patterns and benefited more in comprehension.
Conclusions:
- Integrated metacognitive support effectively strengthens SRL in hypermedia learning.
- The benefits of metacognitive support are particularly pronounced for learners with low prior knowledge.
- Metacognitive scaffolds in hypermedia systems should be tailored to learners' existing knowledge levels.
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