Exploring the effects of metacognitive prompts on learning outcomes: An experimental study in higher education

Abstract

The use of metacognitive prompting to support self-regulated learning is a well-established area of research in education. Despite receiving considerable attention, the precise mechanism of prompting and its effects on the learning process remain unclear, especially in the context of multimedia learning. This study employed a controlled laboratory experimental design to empirically investigate the effects of metacognitive prompting on learning outcomes, considering both text-based and multimedia learning materials. A population of 110 native Czech undergraduate students in the humanities and social sciences participated in the experiment. Contrary to expectations, metacognitive prompting was not identified as a significant predictor of learning outcomes. Post-hoc analysis indicated that the effects of metacognitive prompting depend on various differences in students and their cognitive processing, which may be further influenced by the nature of the learning material. These findings underscore the importance of considering individual differences when designing and implementing metacognitive prompts in multimedia learning, as well as for follow-up research where they should be closely inspected.

Implications for practice or policy:

• The findings of this study emphasise the importance of individual differences among students in the domain of self-regulated learning, which should be considered when creating meta-cognitive prompts.
• When designing online learning materials, instructional designers should be aware that the effectiveness of metacognitive prompts may vary depending on the type of learning material.
• Educators can focus on providing additional support (beyond metacognitive prompts) to low-achieving students to help them develop their ability to regulate their own learning.