| In recent years,with the increasing popularity of computer learning environments,how to improve students’ self-regulated learning in computer learning environments has become an important research direction.Researchers have carried out studies on hypermedia environments as a representative of a computer learning environment.It has been found that providing prompts can facilitate learners’ self-regulatory processes and thus improve learning performance,but this effect appears to exist only in single-stage learning situations,with no significant gains found across multiple stages of learning.We suggest that this is likely to be due to the fact that students generate internal feedback as they self-regulate their learning,however the internal feedback generated may not always be accurate(e.g.overestimating their own learning performance).Adding external feedback to address poor internal feedback is likely to facilitate students’ self-regulated learning outcomes over multiple learning sessions.In summary,this study will investigate,through two experiments,whether prompting and feedback have beneficial effects on independent learning in a hypermedia learning environment across multiple phases and whether such effects are associated with increased monitoring accuracy of students.A total of 76 senior students participated in the experiment,which used a mixed experimental design of 2(prompting condition: with prompt,without prompt)x 2(feedback condition: with feedback,without feedback)x 2(learning sessions: Stage 1 and Stage 2)to explore the effects of prompting and feedback on the multiple learning process in a hypermedia environment.The results found that in learning session one,the performance in the with prompt condition was significantly better than that in the without prompt condition,while in learning session two,students in the with prompt and feedback condition performed significantly better than the other three conditions.Also,the absolute accuracy of students’ meta-comprehension in the group with cues and feedback was the most accurate in both learning sessions.The results of Experiment 1 suggest that external feedback can correct students’ poor internal feedback,thus facilitating better selfregulation of learning outcomes in multiple stages of learning.Experiment 2 further explored whether the combination of prompts and different types of feedback led to different learning outcomes based on the division of different feedback timings.A total of 94 senior students participated in Experiment 2,which used a mixed experimental design of 2(prompt condition: with prompt,without prompt)x 3(feedback condition: delayed feedback,immediate feedback,no feedback)x 2(learning session: session 1,session 2).The results found that: in learning session one,the cued condition outperformed the uncued condition;in learning session two,students with cued delayed feedback outperformed the other five conditions.Also,we found that although there was no significant difference in meta-comprehension monitoring accuracy between delayed and immediate feedback,both were significantly better than the no-feedback condition;thus again suggesting that the improvement in student performance is likely to be related to external feedback correcting poor internal feedback from students.In conclusion,this study found that the combination of cueing and feedback in a hypermedia environment promoted student performance better than cueing and feedback interventions alone,and that this improvement may be related to the correction of poor internal student feedback. |
