Instructional lecture produced no immediate significant change in metacognitive knowledge or regulation of cognition¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? In the instructional group, MRC, MKC and ANC showed no significant pre-post immediate difference from pretest scores. → Pau Benazet i Montobbio 2026

Evidence¶

Pau Benazet i Montobbio 2026¶

Pau Benazet i Montobbio, Janne Rotter, Davinia Hernández-Leo. (2026). Experiential Versus Instructional Approaches for Eliciting Metacognitive Awareness in AI-Assisted Learning: A Short-Term Longitudinal Study. https://arxiv.org/abs/2607.20047 doi:10.48550/arxiv.2607.20047

q3 · i? · causal · r2

Within-group paired analysis of the instructional group (n1 = 61) at T0 to T1 in the quasi-experiment. MRC, MKC and ANC change scores were not significant; the instructional group's significant immediate gains were limited to AIA, AIL and AIE.

"Metacognitive Regulation of Cognition (MRC) (∆M= 0.11,p= .051,d= 0.26), Metacognitive Knowledge of Cognition (MKC) (∆M= 0.05,p= .42) and Autonomy & Control (ANC) (∆M= 0.11,p = .31) did not show any significant difference from pretest scores."

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it

Related Claims¶

• Active Learning Improves Exam Performance — the general claim this finding bears on, with the studies behind it
• Experiential instruction produces larger immediate pre-post gains than instructional lecture in AI engagement and metacognitive knowledge of cognition — related
• The experiential group showed a delayed, continued within-group increase in regulation of cognition that the instructional group did not show — related
• Immediate experiential advantages in knowledge of cognition and engagement converged with the instructional group by five weeks — related
• Web-based SRL training combined with a learning diary (Group TD) produced statistically significant pre-post gains in SRL knowledge, the SRL overall score and self-efficacy, but not in mathematics scores, among prospective university students in an online preparation course — related
• A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course — related
• With peer feedback groups added to web-based SRL training (Group TDP), students showed statistically significant gains in self-motivation, volition and reflection, beyond the planning and metacognition gains also seen in Group TD; goal-setting and elaboration gains stayed non-significant — related
• The evidence base is concentrated in self-reported metacognitive regulation, with planning support and non-self-report measures under-represented — related
• Pre-test/post-test learning gains showed no significant difference compared to a control group — related
• Both groups showed large sustained five-week gains in AI engagement — related