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Title:
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EXAMINING THE ROLE OF METACOGNITIVE PROMPTS ON LEARNING BEHAVIOR DURING CIRCUIT ANALYSIS PROBLEM-SOLVING IN CBLE: AN EPISTEMIC NETWORK ANALYSIS APPROACH |
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Author(s):
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Jyoti Shaha, Amit Paikrao and Ramkumar Rajendran |
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ISBN:
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978-989-8704-72-6 |
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Editors:
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Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2025 |
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Edition:
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Single |
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Keywords:
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Epistemic Network Analysis, Learning Behavior, CBLE, Problem-Solving, Metacognitive Prompts, Circuit Analysis |
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Type:
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Full Paper |
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First Page:
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251 |
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Last Page:
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258 |
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Language:
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English |
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Cover:
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Full Contents:
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Paper Abstract:
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This study examines the impact of metacognitive prompts on electrical engineering students' learning behavior during problem-solving in a computer-based learning environment. This research study uses Epistemic Network Analysis (ENA) to investigate behavioral differences between students who received metacognitive prompts and those who solved problems without prompts. Thirty-two undergraduate electrical engineering students were randomly assigned to an experimental group (n = 16) receiving metacognitive prompts and a control group (n = 16) without prompts. Data collection involved interaction log data during problem-solving. We used ENA to identify differences in prominent and co-occurring actions between experimental and control groups. ENA analysis along the X-axis revealed statistically significant differences between groups. using a Mann-Whitney U test: control group (median = 0.09, N = 16) versus experimental group (median = -0.13, N = 16), U = 247.00, p < .001. The findings indicate that the control group's behaviors were oriented toward information-seeking activities, while the experimental group demonstrated greater integration of problem-solving actions with resource utilization. The results highlight the impact of metacognitive prompts on students' learning behavior during problem-solving in CBLE. |
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