Use advanced immersive learning technologies as research and learning tools to deliver developmentally-appropriate metacognitive scaffolding¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The editorial closes with a forward-looking scenario: a collaborative intelligent virtual reality system with multiple intelligent virtual humans modeled after a new unified theory of metacognition, each capable of "providing developmentally-appropriate metacognitive scaffolding based on each learner's individual differences" and metacognitive developmental competencies. The virtual humans would detect and model temporally unfolding metacognitive processes, instruct metacognitive knowledge and skills, and self-modify their cognitive architectures over semester- or year-long interactions.

Design Implications¶

Context¶

Requirements¶

• A unified theory of metacognition to model the virtual humans' assumptions, including accounting for emotions, motivation, and social processes depending on context.

Constraints¶

• The scenario is explicitly speculative — the author frames it as a brief scenario into the future of metacognition research, contingent on resolving the definitional and theoretical issues raised earlier.

Target Learners¶

• Learners of all ages working on complex and challenging STEM problems

Target Learning Goals¶

• Domain-general and domain-specific metacognitive knowledge and skills, including metacognitive conditional knowledge

Related Strategies¶

• Use AI-enabled immersive virtual environments to enrich project-based learning in vocational design education
• Virtual Reality Immersive Training
• Virtual Reality Simulations

Examples¶

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Key Sources¶

• Roger Azevedo. (2020). Reflections on the field of metacognition: issues, challenges, and opportunities. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09231-x