John L. Nietfeld

A Monte Carlo Comparison of Measures of Relative and Absolute Monitoring Accuracy

Researchers studying monitoring accuracy currently use two different indexes to estimate accuracy: relative accuracy and absolute accuracy. The authors compared the distributional properties of two measures of monitoring accuracy using Monte Carlo procedures that fit within these categories. They manipulated the accuracy of judgments (i.e., chance level or 60% and above) and the number of items per test (i.e., 20, 50, or 1,000) using 10,000 computer-generated cases. Gamma, an estimate of relative accuracy, yielded a skewed, leptokurtic distribution under the 50-item, 60% accuracy conditions. The Hamann coefficient, an estimate of absolute accuracy, yielded a normal distribution under the same conditions. Both statistics yielded normal distributions under the 1,000item, 60% conditions, although parameter estimates differed widely. The two statistics were similar, and normally distributed, under the 50and 1,000-item, chance conditions. Recommendations are made regarding the use of each measure in applied monitoring accuracy research.

Designing game-based learning environments for elementary science education: A narrative-centered learning perspective

Game-based learning environments hold significant promise for STEM education, yet they are enormously complex. Crystal Island: Uncharted Discovery, is a game-based learning environment designed for upper elementary science education that has been under development in our laboratory for the past four years. This article discusses curricular and narrative interaction design requirements, presents the design of the Crystal Island learning environment, and describes its evolution through a series of pilots and field tests. Additionally, a classroom integration study was conducted to initiate a shift towards ecological validity. Results indicated that Crystal Island produced significant learning gains on both science content and problem-solving measures. Importantly, gains were consistent for gender across studies. This finding is key in light of past studies that revealed disproportionate participation by boys within game-based learning environments.

Giftedness and Metacognition: A Short-Term Longitudinal Investigation of Metacognitive Monitoring in the Classroom

The current study investigated differences in metacognition between high school gifted (n = 44) and typical (n = 23) students and examined local calibration accuracy as a potential mechanism for partially explaining superior exam performance by gifted students. Metacognition was measured using student self-reports of metacognitive awareness, acquired at the start of a semester-long course on biology, and students’ global (pre- and posttest) and local (item-by-item) confidence judgments to assess monitoring across four biology exams over the course of one semester. Gifted students outperformed typical students on both local and global postdictive measures of calibration. However, there were no statistically significant differences in global predictive judgments or calibration bias. Local, item-by-item calibration accuracy partially mediated the relation between giftedness and exam performance. Implications for both theory and practice are discussed.

An Examination of Metacognitive Strategy Use and Monitoring Skills by Competitive Middle Distance Runners

This study investigated metacognitive strategy use by competitive athletes. Specifically, it tested the extent to which competitive middle-distance runners rely upon internally-focused metacognitive strategies versus externally-focused thoughts when they compete. In addition, the link between strategic knowledge and the regulation of such strategies during a novel self-paced task was investigated. Division I collegiate runners from the Midwestern U.S. (M age = 19.6, SD = 1.23) provided written responses to inventories about strategy use and completed a performance task requiring them to monitor and adjust their running pace. Results indicated an overwhelming tendency for the competitive runners in this study to report internally-focused strategies as opposed to externally-focused thoughts. The bulk of the thoughts that runners reported focused on either (a) monitoring bodily processes and form or (b) information management strategies that related to race tactics during competition. Furthermore, evidence was found for a link between self-report strategic knowledge and the ability to regulate ones performance on the self-paced task.

The Impact of Metacognitive Instruction on Creative Problem Solving

This study examined the impact of teaching creativity in the form of associative thinking strategies within a metacognitive framework. A representative sample of 30 university design students was selected from a larger section (N = 122) to participate in a 16-week supplemental course. Each week a new creative thinking strategy was integrated with activities to encourage metacognitive skill development. Upon completion of the course the treatment group had significantly higher scores on fluency and originality measures compared with their matched peers. In addition, students in the treatment condition received higher ratings on a summative domain-specific project judged by external design experts. Metacognitive Awareness Inventory scores increased for the treatment group but were stable over time for the comparison group.

Supporting Self-Regulated Learning with Exceptional Children

given to self-regulated learning (SRL) in recent years, relatively little of that attention has been dedicated to children who have exceptional educational needs (EEN). There are many models of SRL, but few have fully addressed the complexities of students who have learning or behavioral disabilities. The key SRL principles—attitudes, beliefs, cognitive strategies, domain knowledge, external supports, and flexibility of strategy use—should be considered when working with students with EEN. There are a variety of ways teachers can apply these principles in the classroom.

Self-Regulation Within Game-Based Learning Environments

Digital games have the potential to provide an ideal environment for students to “learn how to learn.” However, this potential remains as of yet untapped (Squire, 2006). It is no secret that today’s youth have become mesmerized by computer games and gaming consoles. The motivating factors inherent in games grab the attention of youth compelling them to play the same game for hours at a time. Moreover, youth do not seem deterred by the time required to conquer the steep learning curve necessary to succeed in complex, open-ended gaming environments. For these reasons, gamebased learning environments (GBLEs) have garnered increasing attention in the educational research community. However, serious games, or games that are used for purposes other than entertainment, are still not common in educational settings. By juxtaposing the captivating nature of games with educational content, it seems reasonable to assume students would find similar motivation to conquer GBLEs that could discreetly yield educational gains. Furthermore, these environments provide promising contexts in which to study self-regulated learning (SRL) due to the complex yet autonomous settings that they afford.

Development and validation of the environmental literacy instrument for adolescents

Abstract Environmental education (EE) practitioners struggle to consistently and rigorously evaluate their programs, particularly when little time is available for evaluation. Since environmental literacy (EL) is the goal of environmental education, a very short EL instrument – amenable to use when longer tests are not practical for practitioners – would address an important EE need. We describe the development and validation of the Environmental Literacy Instrument for Adolescents (ELI-A) that is short enough for use in field applications (i.e. 5–15 min) and measures four domains of environmental literacy (ecological knowledge, hope, cognitive skills, behaviour). Factor analysis, item response theory, and concurrent validity tests were used in the validation process. Structural equation modelling supported the fit between the ELI-A and prevailing EL frameworks. The results support a valid and reliable instrument that is short enough for practical use but comprehensive in measuring four primary components of EL. This instrument could help fulfil the call to evaluate EE programming in both formal and informal settings.

Predicting preservice music teachers’ performance success in instrumental courses using self-regulated study strategies and predictor variables

ABSTRACT The purpose of this study was to examine the extent to which self-regulated study strategies and predictor variables predict performance success in instrumental performance college courses. Preservice music teachers (N  =  123) from a music education department in two state universities in Turkey completed the Music Self-Regulated Studying Strategies Survey (MSRSSS) developed from theoretical models of self-regulation in music. The MSRSSS displayed a three-factor solution that included strategies related to planning, monitoring, and evaluation stages of study. An examination of psychometric properties revealed evidence for scale reliability and validity. Multiple regression analyses indicated that monitoring but not planning was a statistically significant predictor of performance success in instrumental performance courses over and above the effects of Grade Point Average (GPA). Evaluation strategies were also significant in predicting performance success in instrumental courses but with an inverse relationship. Besides, academic success in theoretical courses as a predictor variable was the strongest predictor of performance success in instrumental courses. Findings and implications for music education are discussed.

The role of sub-problems: supporting problem solving in narrative-centered learning environments

Narrative-centered learning environments provide an excellent platform for both content-knowledge and problem-solving skill acquisition, as these experiences require students to apply learned material while solving real-world problems. Solving complex problems in an open-ended environment can be a challenging endeavor for elementary students given limitations in their cognitive skills. A promising potential solution is providing students with explicit quests, or proximal goals of a larger, more complex problem-solving activity. Quests have the potential to scaffold the process by breaking down the problem into cognitively manageable units, providing useful, frequent feedback, and maintaining motivation and the novelty of the experience. The aim of this research was to investigate the role of quests as a means for supporting situational interest and content-knowledge acquisition during interactions with a narrative-centered learning environment. Of the 299 5thgrade students who interacted with Crystal Island, a narrative-centered learning environment for science, it was found that students who completed more quests exhibited significant increases in content learning and had higher levels of situational interest. These preliminary findings suggest potential educational and motivational advantages for integrating quest-like sub-problems into the design of narrative-centered learning environments.