Metacognitive prompt overdose: Positive and negative effects of prompts in iSTART

Kathryn S. McCarthy, Amy Johnson, Aaron D. Likens, Zachary Martin, Danielle S. McNamara

Research output: Contribution to conferencePaper

1 Scopus citations

Abstract

Interactive Strategy Training for Active Reading and Thinking (iSTART) is an intelligent tutoring system that supports reading comprehension through self-explanation (SE) training. This study tested how two metacognitive features, presented in a 2 x 2 design, affected students’ SE scores during training. The performance notification feature notified students when their average SE score dropped below an experimenter-set threshold. The self-rating feature asked participants to rate their own SE scores. Analyses of SE scores during training indicated that neither feature increased SE scores and, on the contrary, seemed to decrease SE performance after the first instance. These findings suggest that too many metacognitive prompts can be detrimental, particularly in a system that provides metacognitive strategy training.

Original languageEnglish (US)
Pages404-405
Number of pages2
StatePublished - Jan 1 2017
Event10th International Conference on Educational Data Mining, EDM 2017 - Wuhan, China
Duration: Jun 25 2017Jun 28 2017

Conference

Conference10th International Conference on Educational Data Mining, EDM 2017
CountryChina
CityWuhan
Period6/25/176/28/17

Keywords

  • Educational games
  • Intelligent tutoring systems
  • Metacognition
  • System interaction logs

ASJC Scopus subject areas

  • Computer Science Applications
  • Information Systems

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    McCarthy, K. S., Johnson, A., Likens, A. D., Martin, Z., & McNamara, D. S. (2017). Metacognitive prompt overdose: Positive and negative effects of prompts in iSTART. 404-405. Paper presented at 10th International Conference on Educational Data Mining, EDM 2017, Wuhan, China.