article 26119

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Jl. of Educational Multimedia and Hypermedia (2009) 18(1), 5-25 Generative Learning Strategies and Metacognitive Feedback to Facilitate Comprehension of Complex Science Topics and Self-Regulation HYEON WOO LEE, KYU YON LIM aNd BaRBaRa GRaBOWSKI The P ennsylvania State University USA [email protected]u [email protected]u bgr[email protected]u Comprehension o complex science topics occurs rom the cretion o new unerstning o the inormtion by the lerner. However, lerners re not very successul generting their own mening, especilly in computer bse lerning en- vironments in which lerners re require to mke ecisions bout their lerning process, since they rrely regulte their own lerning process cognitively or metcognitively. This stuy exmine the instructionl eects o genertive lern- ing strtegy n metcognitive eebck on lerners’ compre- hension n sel-regultion while lerning complex science topic in computer-bse lerning environment. The 36 pr- ticipnts were ssigne to either sttic visulize instructionl mteril eling with the humn hert system, the sme m- teril with genertive strtegy, or the sme mteril with gen- ertive strtegy n metcognitive eebck. The results o this stuy revele tht the genertive strtegy with metcog- nitive eebck group score signicntly higher on compre- hension n sel-regultion mesures. The results lso oun signicnt positive reltionship between sel-regultion n comprehension.

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