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dc.contributor.authorRadtke, Anna
dc.contributor.authorSchnaubert, Lenka
dc.identifier.citationRadtke, 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.en
dc.descriptionLong Paperen
dc.description.abstractSocial 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.en
dc.publisherInternational Society of the Learning Sciences
dc.relation.ispartofProceedings of the 16th International Conference of the Learning Sciences - ICLS 2022, pp. 274-281
dc.subjectLearning Sciencesen
dc.titleEffects of Uncertainty Markers on Metacognitive Group Awareness and Regulationen
Appears in Collections:ISLS Annual Meeting 2022

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