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Comparative Study of Metacognitive Scaffolds at Home and Abroad in Intelligent Learning Environment

Received: 13 November 2022     Accepted: 22 December 2022     Published: 28 December 2022
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Abstract

The design of metacognitive scaffolding in intelligent learning environment helps learners to manage their own thinking. In this study, 36 experimental studies on the influence of metacognitive scaffolds on learning effect in intelligent learning environment at home and abroad in the past eleven years were chosen to sort out and analyze. The author constructs the coding and analysis framework from the aspects of experimental object, experimental environment, metacognitive scaffold type and research topic. The results show that the research objects are mainly middle school students and college students. There are great differences in the research environment at home and abroad. In China, network teaching platform is the main teaching platform, while in foreign countries, more intelligent learning guide system is preferred. Metacognitive scaffolds have developed from fixed scaffolds to adaptive scaffolds. In the field of research, monitoring and control interact dynamically in the field of metacognitive skills, and monitoring may trigger the control process. With the deep integration of artificial intelligence and education, learner behavior and emotion data will help researchers use metacognitive scaffolding to more accurately intervene in the learning process. Based on this, the following suggestions are put forward to promote the development of metacognitive scaffolds in China, including long-term intervention by teachers to promote the development of students' metacognitive ability, systematic promotion of the development of metacognitive scaffolds in intelligent learning environment, and strengthening the exploration of learners' emotional experience process.

Published in Science Innovation (Volume 10, Issue 6)
DOI 10.11648/j.si.20221006.16
Page(s) 214-220
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Metacognitive Scaffold, Intelligent Learning Environment, Metacognition, Empirical Research

References
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  • APA Style

    Mengdan Ma. (2022). Comparative Study of Metacognitive Scaffolds at Home and Abroad in Intelligent Learning Environment. Science Innovation, 10(6), 214-220. https://doi.org/10.11648/j.si.20221006.16

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    ACS Style

    Mengdan Ma. Comparative Study of Metacognitive Scaffolds at Home and Abroad in Intelligent Learning Environment. Sci. Innov. 2022, 10(6), 214-220. doi: 10.11648/j.si.20221006.16

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    AMA Style

    Mengdan Ma. Comparative Study of Metacognitive Scaffolds at Home and Abroad in Intelligent Learning Environment. Sci Innov. 2022;10(6):214-220. doi: 10.11648/j.si.20221006.16

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  • @article{10.11648/j.si.20221006.16,
      author = {Mengdan Ma},
      title = {Comparative Study of Metacognitive Scaffolds at Home and Abroad in Intelligent Learning Environment},
      journal = {Science Innovation},
      volume = {10},
      number = {6},
      pages = {214-220},
      doi = {10.11648/j.si.20221006.16},
      url = {https://doi.org/10.11648/j.si.20221006.16},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20221006.16},
      abstract = {The design of metacognitive scaffolding in intelligent learning environment helps learners to manage their own thinking. In this study, 36 experimental studies on the influence of metacognitive scaffolds on learning effect in intelligent learning environment at home and abroad in the past eleven years were chosen to sort out and analyze. The author constructs the coding and analysis framework from the aspects of experimental object, experimental environment, metacognitive scaffold type and research topic. The results show that the research objects are mainly middle school students and college students. There are great differences in the research environment at home and abroad. In China, network teaching platform is the main teaching platform, while in foreign countries, more intelligent learning guide system is preferred. Metacognitive scaffolds have developed from fixed scaffolds to adaptive scaffolds. In the field of research, monitoring and control interact dynamically in the field of metacognitive skills, and monitoring may trigger the control process. With the deep integration of artificial intelligence and education, learner behavior and emotion data will help researchers use metacognitive scaffolding to more accurately intervene in the learning process. Based on this, the following suggestions are put forward to promote the development of metacognitive scaffolds in China, including long-term intervention by teachers to promote the development of students' metacognitive ability, systematic promotion of the development of metacognitive scaffolds in intelligent learning environment, and strengthening the exploration of learners' emotional experience process.},
     year = {2022}
    }
    

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    AU  - Mengdan Ma
    Y1  - 2022/12/28
    PY  - 2022
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    T2  - Science Innovation
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    JO  - Science Innovation
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    AB  - The design of metacognitive scaffolding in intelligent learning environment helps learners to manage their own thinking. In this study, 36 experimental studies on the influence of metacognitive scaffolds on learning effect in intelligent learning environment at home and abroad in the past eleven years were chosen to sort out and analyze. The author constructs the coding and analysis framework from the aspects of experimental object, experimental environment, metacognitive scaffold type and research topic. The results show that the research objects are mainly middle school students and college students. There are great differences in the research environment at home and abroad. In China, network teaching platform is the main teaching platform, while in foreign countries, more intelligent learning guide system is preferred. Metacognitive scaffolds have developed from fixed scaffolds to adaptive scaffolds. In the field of research, monitoring and control interact dynamically in the field of metacognitive skills, and monitoring may trigger the control process. With the deep integration of artificial intelligence and education, learner behavior and emotion data will help researchers use metacognitive scaffolding to more accurately intervene in the learning process. Based on this, the following suggestions are put forward to promote the development of metacognitive scaffolds in China, including long-term intervention by teachers to promote the development of students' metacognitive ability, systematic promotion of the development of metacognitive scaffolds in intelligent learning environment, and strengthening the exploration of learners' emotional experience process.
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Author Information
  • School of Network Education, Beijing University of Posts and Telecommunications, Beijing, China

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