Prompt learners to generate delayed keywords and then compare them with expert keywords as external standards¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that learners who need support in judging which text they understood less well generate keywords after a delay, and that providing "external standards in the form of expert keywords" after self-generation optimizes the keyword effect. In the study, learners generated five keywords per text, then compared them with expert keywords, assessing overlap; this increased relative accuracy beyond keyword generation alone, though it increased underconfidence.

Design Implications¶

Context¶

Requirements¶

• Expert keywords must be provided only after learners have generated keywords on their own
• Learners must be prompted to thoroughly compare their own keywords with the expert ones

Constraints¶

• The expert keywords were closely aligned with the posttest questions, so the relative-accuracy benefit may be limited to the tested content; the comparison increased bias (underconfidence) in this sample

Target Learners¶

• university students learning from expository texts

Target Learning Goals¶

• accurate relative judgment of text comprehension to support regulation of effort allocation

Affordances¶

• Situation Model Account Keyword Effect

Related Strategies¶

Examples¶

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Key Sources¶

• Waldeyer, J., & Roelle, J. (2021). The keyword effect: A conceptual replication, effects on bias, and an optimization. Metacognition and Learning, 16, 37–56. https://doi.org/10.1007/s11409-020-09235-7