Using Prompts to Scaffold Metacognition in Case-Based Problem Solving within the Domain of Attribution Theory

Abstract

Case-based problem solving is a core approach to foster knowledge acquisition, especially during the learning process by which novices become more and more expert within a domain. This study investigated whether metacognitive scaffolding leads to better learning outcomes compared to learning without such support in a case-based learning environment. In addition, we examined the interaction between prior domain knowledge and prior metacognitive abilities and skills. Within a one-factorial design, we explored the role of metacognitive prompting during the learning phase. A pre-and post-test were applied assessing knowledge acquisition, metacognitive skills, and cognitive load. Results indicate no main effects for prompting, and no interaction effect between prior knowledge and prompting. Metacognitive prompting enables learners that already possess metacognitive abilities to activate these during problem-solving and, thus, score higher in the knowledge post-test than learners with low metacognitive abilities and no metacognitive prompting.