Improving self-regulation, learning strategy use, and achievement with metacognitive feedback

Hyeon Woo Lee, Kyu Yon Lim, Barbara L. Grabowski

Research output: Contribution to journalArticlepeer-review

112 Scopus citations


Comprehension of science topics occurs when learners meaningfully generate relationships and conceptions about what they read. In this generation process, learners' cognitive and metacognitive regulation is one of the most critical factors influencing learning. However, learners are not always successful in regulating their own learning, especially in computer-based learning environments (CBLEs) where they are alone. Based on this rationale, the present study was designed to examine the effects of two scaffolding strategies-generative learning strategy prompts and metacognitive feedback-on learners' comprehension and self-regulation while learning the human heart system in a CBLE. Participants were 223 undergraduate student volunteers. Structural Equation Modeling (SEM) was employed to conceptualize and empirically test a model that explains mediating processes among variables. Results revealed that the combination of generative learning strategy prompts with metacognitive feedback improved learners' recall and comprehension by enhancing learners' self-regulation and better use of highlighting and summarizing as generative learning strategies.

Original languageEnglish
Pages (from-to)629-648
Number of pages20
JournalEducational Technology Research and Development
Issue number6
StatePublished - Dec 2010


  • Generative learning strategy
  • Metacognitive feedback
  • Self-regulation
  • Structural Equation Modeling (SEM)


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