Train learners in task selection based on prior performance and invested mental effort to optimize effort regulation¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 2 studies (2 review), q2–q3 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

In their review of self-regulated learning with problem-solving tasks, van Gog, Hoogerheide, and van Harsel highlight, as summarized in the editorial, that "training learners in task selection based on both their prior problem-solving performance and the invested mental effort is a promising means to optimize effort regulation in self-regulated learning with problem-solving tasks". This relates to research question 2 of the EMR framework. The authors also discuss incorporating motivational measures, informing learners about the benefits of engaging in effortful tasks, and implementing methods such as eye tracking as fruitful future directions.

Design Implications¶

Context¶

Requirements¶

• Training must address both prior problem-solving performance and invested mental effort as bases for task selection

Constraints¶

Target Learners¶

• students learning with problem-solving tasks

Target Learning Goals¶

• effective effort regulation and task selection during self-regulated learning

Claims¶

• Training students to select tasks using a combination of self-assessed performance and invested mental effort improves self-assessment, task selection, and posttest performance, but one follow-up study found no transfer to a new problem domain [+M]
• Training learners with an effort-and-performance algorithm via video modeling improved monitoring accuracy, task selection accuracy, and learning outcomes [+W]

Related Strategies¶

• Support effortful strategy use by making students aware of the benefits of retrieval practice and providing hints

Examples¶

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Key Sources¶

• de Bruin, A. B. H., Roelle, J., Carpenter, S. K., & Baars, M. (2020). Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09576-4