Effects of cognitive and metacognitive hints on reading performance in a digital learning environment

Leonie Brummer, Marlies ter Beek, Anouk Donker, Marie-Christine Opdenakker

Research output: Contribution to conferencePosterAcademic

Abstract

In secondary education, learning is constituted by reading. For example, for content courses such as history and geography. However, many learners have difficulties to understand what they are reading and lack strategies to regulate their reading. Hints appear to be effective in supporting learners in the implementation of strategies during reading. The hints provide information about suitable strategies or where specific information can be found3. Combining both cognitive and metacognitive hints can contribute to a better performance.
Original languageEnglish
Publication statusPublished - 27-Aug-2017
EventJURE 2017: 21th Conference of the JUnior REsearchers of EARLI (European Association for Research on Learning and Instruction) - Tampere, Finland
Duration: 27-Aug-201728-Aug-2017
Conference number: 21
http://www.earli-jure2017.org/

Conference

ConferenceJURE 2017
Country/TerritoryFinland
CityTampere
Period27/08/201728/08/2017
Other“Education in the light of multiple perspectives: Towards intertwining personalised and collaborative learning”
Internet address

Keywords

  • Self-Regulated Learning
  • Hints
  • Digital learning environment
  • Cognition
  • Metacognition
  • Reading

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  • EARLI 2017

    Beek, ter, M. (Invited speaker)

    29-Aug-20172-Sept-2017

    Activity: Talk and presentationAcademic presentationAcademic

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