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

Mengdan Ma

doi:doi:10.11648/j.si.20221006.16

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

Mengdan Ma

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.

DOI	10.11648/j.si.20221006.16
Published in	Science Innovation (Volume 10, Issue 6, December 2022)
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), 2024. Published by Science Publishing Group

Keywords

Metacognitive Scaffold, Intelligent Learning Environment, Metacognition, Empirical Research

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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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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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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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TY  - JOUR
T1  - Comparative Study of Metacognitive Scaffolds at Home and Abroad in Intelligent Learning Environment
AU  - Mengdan Ma
Y1  - 2022/12/28
PY  - 2022
N1  - https://doi.org/10.11648/j.si.20221006.16
DO  - 10.11648/j.si.20221006.16
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 214
EP  - 220
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20221006.16
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.
VL  - 10
IS  - 6
ER  -

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Author Information

Mengdan Ma

School of Network Education, Beijing University of Posts and Telecommunications, Beijing, China

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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

Copy | Download

@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}
}

Copy | Download

TY  - JOUR
T1  - Comparative Study of Metacognitive Scaffolds at Home and Abroad in Intelligent Learning Environment
AU  - Mengdan Ma
Y1  - 2022/12/28
PY  - 2022
N1  - https://doi.org/10.11648/j.si.20221006.16
DO  - 10.11648/j.si.20221006.16
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 214
EP  - 220
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20221006.16
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.
VL  - 10
IS  - 6
ER  -

Copy | Download