The Impact of Prompting in Technology-Enhanced Learning as Moderated by Students' Motivation and Metacognitive Skills

Research areas:
Type of Publication:
In Proceedings
Book/Proc. title:
Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines – EC-TEL 2009
Lecture Notes in Computer Science
535 - 548
This work explores the role of students’ motivation and metacognitive skills as moderating factors that influence the impact of an instructional method in the ill-structured domain of Software Project Management (SPM). In order to teach aspects of the SPM domain, we developed a web environment for case-based learning and implemented additionally a questioning strategy to help students focus on important parts of the case material. The paper presents the results from three studies revealing how students’ motivation and metacognitive awareness influenced their engagement in the cognitively challenging situations induced by the method. The implication for instructors and designers is that implementing a promising method, to help students efficiently process the complex material in an ill-structured domain, might not always lead to the desired learning outcomes. Students’ motivation and metacognitive skills should also be addressed, in order to maximize the potential benefits of instruction.

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