Paper Info
Title
The effect of multimedia discrepancies on metacognitive judgments
Abstract
This study investigated undergraduate students' metacognitive judgments while learning about complex science topics using multimedia material (text and graph). A within-subjects design was used to examine the effect of discrepancies on study-time allocation, metacognitive judgments and inference generation. There were three types of discrepancies: none, text (between two ideas in the text) and text and graph (between the text and graph). Forty (N=40) participants completed 12 trials where they were asked to provide six judgments: Ease of Learning judgments (EOLs), immediate and delayed Judgments of Learning (JOLs) for both text and graph and Retrospective Confidence Judgments (RCJs). Overall, participants provided significantly lower JOLs for content that contained discrepancies but RCJs remained high across conditions. Discrepancies did not influence study-time allocation, but did significantly influence inference scores. Overall, results suggest that participants' judgments are different for different aspects of multimedia content and may be based on the text.
Year
DOI
Venue
2012
10.1016/j.chb.2012.02.011
Computers in Human Behavior
Keywords
Field
DocType
Metacognitive judgments,Judgment accuracy,Self-regulated learning,Metacognitive monitoring,Discrepancy detection,Multimedia
Social psychology,Graph,Self-regulated learning,Metacognitive Monitoring,Inference,Psychology,Metacognition,Multimedia
Journal
Volume
Issue
ISSN
28
4
0747-5632
Citations 
PageRank 
References 
4
0.75
2
Authors
2
Name
Order
Citations
PageRank
Candice Burkett1315.36
Roger Azevedo212724.65