Students' perceptions of the tool's impact on learning were partly consistent with their self-reported metacognitive gains and logged tool use¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Perceived lack of impact was corroborated for students citing already knowing how to learn or limited applicability, but not for those citing lack of interest or lack of appeal, who used the tool above average with substantial gains. → Eelco Braad 2022

Evidence¶

Eelco Braad 2022¶

Eelco Braad, Nick Degens, Wolmet Barendregt, Wijnand IJsselsteijn. (2022). Improving metacognition through self-explication in a digital self-regulated learning tool. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10156-2

q2 · i? · causal · r2

Qualitative analysis of intervention-group remarks (Tables 7–8) cross-checked against relative MAI gains and tool use. Four reasons for perceived lack of impact and seven ways of perceived impact were identified; perceived impact was generally corroborated by substantial gains and above-average use.

"However, the perception was not corroborated for the group of students who cited a lack of interest, motivation, or relevance, nor for the group of students who found the tool not sufficiently appealing. Both groups used the tool above average and had substantial metacognitive gains."

Discussion¶

Related Claims¶

• Questionnaire data may capture learners' perceptions rather than the strategies they actually performed — related
• Overconfidence in self-assessment is especially concerning in online learning environments where limited external feedback widens gaps between perceived and actual performance — a broader claim this one bears on
• Fluent Illusions Mislead Self Assessment — related