Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/9042
Title: Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation
Authors: Radtke, Anna
Schnaubert, Lenka
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Radtke, A. & Schnaubert, L. (2022). Effects of uncertainty markers on metacognitive group awareness and regulation. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 274-281). International Society of the Learning Sciences.
Abstract: Social platforms provide a vast amount of resources for sharing, discussing, and searching for information. Thereby, learners need to monitor their understanding to metacognitively regulate their learning. Awareness of peers’ metacognitions can affect individual regulation processes and such information may be communicated through language characteristics. Thus, in our experimental study (N = 214), we examined the effects of uncertainty markers in a social media forum setting on perceptions of uncertainty within the group as well as changes in learners’ content-related assumptions, certainty, and learning intention. Results confirmed the influence of uncertainty markers on perceived uncertainty within the group, which in turn affected the learners’ changes in assumptions and learning intention via changes in certainty. Further exploratory analyses showed that the effect of perceived group uncertainty on own certainty was stronger for men than for women. This study confirms the intricate nature of individual and social metacognitive processes in online learning.
Description: Long Paper
URI: https://dx.doi.org/10.22318/icls2022.274
https://repository.isls.org//handle/1/9042
Appears in Collections:ISLS Annual Meeting 2022

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