Improving self-detection of confusion: is metacognitive monitoring a key?

Mariya Pachman; Lori Lockyer

Improving self-detection of confusion: is metacognitive monitoring a key?

Mariya Pachman, Lori Lockyer

ARC Science of Learning Research Centre

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

Abstract

Self-reporting of confusion is often seen as a quite unreliable way to measure this cognitive affective state. Testing the link between metacognition and confusion detection, in this study we have investigated two prospective interve nti ons to improve sel f-reporting of confusion along with improving students metacognitive monitoring. Prospective implications for confusion research, research on metacognition and mathematics education are discussed.

Original language	English
Title of host publication	12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings
Editors	Chee-Kit Looi, Joseph Polman, Ulrike Cress, Peter Reimann
Place of Publication	Singapore
Publisher	International Society of the Learning Sciences (ISLS)
Pages	1165-1166
Number of pages	2
Volume	2
ISBN (Electronic)	9780990355083
Publication status	Published - 2016
Event	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: 20 Jun 2016 → 24 Jun 2016

Other

Other	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
Country/Territory	Singapore
City	Singapore
Period	20/06/16 → 24/06/16

Cite this

Pachman, Mariya ; Lockyer, Lori. / Improving self-detection of confusion : is metacognitive monitoring a key?. 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. editor / Chee-Kit Looi ; Joseph Polman ; Ulrike Cress ; Peter Reimann. Vol. 2 Singapore : International Society of the Learning Sciences (ISLS), 2016. pp. 1165-1166

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title = "Improving self-detection of confusion: is metacognitive monitoring a key?",

abstract = "Self-reporting of confusion is often seen as a quite unreliable way to measure this cognitive affective state. Testing the link between metacognition and confusion detection, in this study we have investigated two prospective interve nti ons to improve sel f-reporting of confusion along with improving students metacognitive monitoring. Prospective implications for confusion research, research on metacognition and mathematics education are discussed.",

author = "Mariya Pachman and Lori Lockyer",

year = "2016",

language = "English",

volume = "2",

pages = "1165--1166",

editor = "Chee-Kit Looi and Joseph Polman and Ulrike Cress and Peter Reimann",

booktitle = "12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings",

publisher = "International Society of the Learning Sciences (ISLS)",

note = "12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 ; Conference date: 20-06-2016 Through 24-06-2016",

}

Pachman, M & Lockyer, L 2016, Improving self-detection of confusion: is metacognitive monitoring a key? in C-K Looi, J Polman, U Cress & P Reimann (eds), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. vol. 2, International Society of the Learning Sciences (ISLS), Singapore, pp. 1165-1166, 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016, Singapore, Singapore, 20/06/16.

Improving self-detection of confusion: is metacognitive monitoring a key? / Pachman, Mariya; Lockyer, Lori.
12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. ed. / Chee-Kit Looi; Joseph Polman; Ulrike Cress; Peter Reimann. Vol. 2 Singapore: International Society of the Learning Sciences (ISLS), 2016. p. 1165-1166.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

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Y1 - 2016

N2 - Self-reporting of confusion is often seen as a quite unreliable way to measure this cognitive affective state. Testing the link between metacognition and confusion detection, in this study we have investigated two prospective interve nti ons to improve sel f-reporting of confusion along with improving students metacognitive monitoring. Prospective implications for confusion research, research on metacognition and mathematics education are discussed.

AB - Self-reporting of confusion is often seen as a quite unreliable way to measure this cognitive affective state. Testing the link between metacognition and confusion detection, in this study we have investigated two prospective interve nti ons to improve sel f-reporting of confusion along with improving students metacognitive monitoring. Prospective implications for confusion research, research on metacognition and mathematics education are discussed.

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PB - International Society of the Learning Sciences (ISLS)

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Y2 - 20 June 2016 through 24 June 2016

ER -

Improving self-detection of confusion: is metacognitive monitoring a key?

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Predicting Learner Confusion for Enhanced Feedback and Self-Regulation

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Improving self-detection of confusion: is metacognitive monitoring a key?

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Predicting Learner Confusion for Enhanced Feedback and Self-Regulation

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