Short- and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance
作者：
Highlights：
• Effects of self-directed metacognitive prompts were analyzed in an experiment.
• Self-directed prompts improved learning process and transfer performance.
• Findings indicate greater effects for students who complied with prompts.
• Effect on learning transfer was still present in a follow-up-session without prompts.
摘要
•Effects of self-directed metacognitive prompts were analyzed in an experiment.•Self-directed prompts improved learning process and transfer performance.•Findings indicate greater effects for students who complied with prompts.•Effect on learning transfer was still present in a follow-up-session without prompts.
论文关键词：Metacognition,Metacognitive skills,Metacognitive prompts,Self-directed prompts,Knowledge acquisition,Long-term effects
论文评审过程：Available online 20 June 2015, Version of Record 20 June 2015.
论文官网地址：https://doi.org/10.1016/j.chb.2015.05.038
