Improving self-detection of confusion

is metacognitive monitoring a key?

Mariya Pachman, Lori Lockyer

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

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 languageEnglish
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings
EditorsChee-Kit Looi, Joseph Polman, Ulrike Cress, Peter Reimann
Place of PublicationSingapore
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1165-1166
Number of pages2
Volume2
ISBN (Electronic)9780990355083
Publication statusPublished - 2016
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore
Duration: 20 Jun 201624 Jun 2016

Other

Other12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
CountrySingapore
CitySingapore
Period20/06/1624/06/16

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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, pp. 1165-1166). Singapore: International Society of the Learning Sciences (ISLS).