Meta-SEE:Intelligent and Interactive Learning Framework for Software Engineering Education Based on Metaverse and Metacognition

With the rapid evolution of technology and the increasing complexity of software systems,there is a growing demand for effective educational approaches that empower learners to acquire and apply software engineering skills in practical contexts.This paper presents an intelligent and interactive learning(Meta-SEE)framework for software engineering education that combines the immersive capabilities of the metaverse with the cognitive processes of metacognition,to create an interactive and engaging learning environment.In the Meta-SEE framework,learners are immersed in a virtual world where they can collaboratively engage with concepts and practices of software engineering.Through the integration of metacognitive strategies,learners are empowered to monitor,regulate,and adapt their learning processes.By incorporating metacognition within the metaverse,learners gain a deeper understanding of their own thinking processes and become self-directed learners.In addition,MetaSEE has the potential to revolutionize software engineering education by offering a dynamic,immersive,and personalized learning experience.It allows learners to engage in realistic software development scenarios,explore complex systems,and collaborate with peers and instructors in virtual spaces.

Promoting recovery from severe mental illness: Implications from research on metacognition and metacognitive reflection and insight therapy

Research indicates that individuals with schizophrenia recover. Recovery, however means different things to different individuals and regardless of what kind of experiences define recovery, the individual diagnosed with the serious mental illness must feel ownership of their recovery. This raises the issue of how mental health services should systematically promote recovery. This paper explores the practical implications for research on metacognition in schizophrenia for this issue. First, we present the integrated model of metacognition, which defines metacognition as the spectrum of activities which allow individual to have available to themselves an integrated sense of self and others as they appraise and respond to the unique challenges they face. Second, we present research suggesting that many with schizophrenia experience deficits in metacognition and that those deficits compromise individuals' abilities to manage their lives and mental health challenges. Third, we discuss a form of psychotherapy inspired by this research, Metacognitive Reflection and Insight Therapy which assists individuals to recapture the ability to form integrated ideas about themselves and others and so direct their own recovery. The need for recovery oriented interventions to focus on process and on patient's purposes, assess metacognition and consider the intersubjective contexts in which this occurres is discussed.

Thinking about worry:A systematic review and meta-analysis on the assessment of metacognitions in children and adolescents

BACKGROUND The metacognitive model of generalized anxiety disorder identifies three forms of metacognition:Positive metacognitive beliefs about worry(POS),negative metacognitive beliefs about worry(NEG),and meta-worry.Though this model was originally developed relying on adult samples,it has since been applied to children and youth in different studies,and results mostly support its validity for this group.As the roles of POS,meta-worry,and age-effects do not appear to be fully clarified for children and adolescents yet,an integration of studies on children and adolescents and the metacognitive model is both timely and worthwhile.AIM To summarize the current research on relationships,age-effects,and measurements for POS,NEG,and meta-worry in childhood and youth.METHODS We carried out a literature search in the electronic databases PsycINFO,PubMed,PSYNDEX,and ERIC in 2017 and updated in 2020.Empirical research in German or English language on metacognition was included with child and adolescent samples diagnosed with anxiety disorders or healthy controls if POS,NEG,or meta-worry were measured.Studies were included for meta-analysis if they reported correlations between these metacognitions and anxiety or worry.Consensus rating for eligibility was done for 20.89% of full-texts with 90.32% agreement.Risk of bias was assessed with the appraisal tool for cross-sectional studies and consensus rating of appraisal tool for cross-sectional studies for 20.83% of included studies attaining agreement of intraclass correlation=0.898.Overall,correlations between metacognitions,anxiety and worry were calculated with RevMan 5.4.1,assuming random-effects models.Meta-regressions with mean age as the covariate were performed via the online tool MetaMar 2.7.0.PROSPERO-ID:CRD42018078852.RESULTS Overall,k=763 records and k=78 additional records were identified.Of those,k=48 studies with 12839 participants were included and of those,k=24 studies were included for meta-analysis.Most studies showed consistent NEG correlations with worry and anxiety,as well as higher values for clinical than for nonclinical samples.POS findings were less consistent.Meta-analysis revealed large effects for NEG correlating with worry and anxiety,small to medium effects for POS correlating with worry and anxiety,as well as small to medium effects for POS correlating with NEG.Meta-regressions did not reveal mean age as a significant covariate.Meta-worry was assessed in only one study.We identified eight questionnaires and one interview-format that assess metacognition about worry in children and adolescents.CONCLUSION POS and NEG are measurable from the age of seven upwards and correlate with anxiety and worry without influences by age.Meta-worry requires further investigation.

Role of rumination in the relationship between metacognition and shyness

AIM To explore the association between metacognitive beliefs, rumination and shyness in a non-clinical sample of adults. METHODS One hundred and three healthy subjects from the general population were enrolled in the study. Shyness was evaluated using the Revised Cheek and Buss Shyness Scale, rumination was assessed using the Ruminative Response Scale, metacognition was evaluated using the MetaCognitions Questionnaire 30, and anxiety levels were measured using the State Trait Anxiety Inventory form Y. Correlation analyses, mediation models and 95% bias-corrected and accelerated(BCaCI) bootstrapped analyses were performed. Mediation analyses were adjusted for sex and anxiety. RESULTS Shyness, rumination and metacognition were significantly correlated(P < 0.05). The relationship between metacognition and shyness was fully mediated by rumination(Indirect effect: 0.20; 95% BCaCI: 0.08-0.33).CONCLUSION These findings suggest an association between metacognition and shyness. Rumination mediated the relationship between metacognition and shyness, suggesting that rumination could be a cognitive strategy for shy people. Future research should explore the relationship between these constructs in more depth.

Saving Resources for Future Demands-The Role of Instruction,Cognitive Load and Metacognition

Two studies test the hypothesis of conserving resources while performing depleting physical tasks and the modifying role of metacognitive self(MCS).A total of 216 undergraduate students performed two types of physical tasks(a body support on forearms―the first experiment;and a cold water test―the second experiment)in anticipation vs.no anticipation of the future task conditions.Among individuals with high-MCS much weaker persistence could be observed than among those with low-MCS.These results support theories of adaptive goal disengagement suggesting that how individuals apply their resources may stem from other reasons than ego depletion.

Training Low-Achiever EFL Learners with Metacognitive Strategy Training for Effective Vocabulary Retention

There is ample research on the vocabulary learning strategies used by EFL and ESL learners.Moreover,many researchers have attempted to discern the effectiveness of teaching vocabulary learning strategies instruction.However,the impact of using metacognitive strategies along with vocabulary learning strategies on weak language learners has not been researched.The aim of this paper is to report on the effects of training low-achiever English as a foreign language learners with vocabulary learning strategies along with metacognitive strategies on vocabulary acquisition.Two B1 level groups of students were assigned as treatment and control groups at a university in Istanbul,Turkey.A Vocabulary Strategy Use Survey was given to identify the vocabulary strategy use of the subjects at the outset of the study.The treatment group was trained on vocabulary learning strategies combined with metacognitive strategy training.The control group studied the same words without any training.A vocabulary test was administered to both groups as a post-test and the results were compared.The findings of the Post-Test demonstrated that training weak language learners with vocabulary learning strategies along with metacognitive strategies has a positive impact on helping these learners increase their lexical knowledge,as the experimental group scored higher on the post-test compared to the control group.

Improving Statistical Literacy through Evidence-Based Strategies Among First-Year Education Students in a State University

Statistical literacy is crucial for cultivating well-rounded thinkers.The integration of evidence-based strategies in teaching and learning is pivotal for enhancing students’statistical literacy.This research specifically focuses on the utilization of Share and Model Concepts and Nurturing Metacognition as evidence-based strategies aimed at improving the statistical literacy of learners.The study employed a quasi-experimental design,specifically the nonequivalent control group,wherein students answered pre-test and post-test instruments and researcher-made questionnaires.The study included 50 first-year Bachelor in Secondary Education majors in Mathematics and Science for the academic year 2023-2024.The results of the study revealed a significant difference in the scores of student respondents,indicating that the use of evidence-based strategies helped students enhance their statistical literacy.This signifies a noteworthy increase in their performance,ranging from very low to very high proficiency in understanding statistical concepts,insights into the application of statistical concepts,numeracy,graph skills,interpretation capabilities,and visualization and communication skills.Furthermore,the study showed a significant difference in the post-test scores’performance of the two groups in understanding statistical concepts and visualization and communication skills.However,no significant difference was found in the post-test scores of the two groups concerning insights into the application of statistical concepts,numeracy and graph skills,and interpretation capabilities.Additionally,students acknowledged that the implementation of evidence-based strategies significantly contributed to the improvement of their statistical literacy.

The Application of Metacognitive Strategies in PE & Art Majors'College English Reading Practice

During the active process of reading, strategies involved will affect the process of reading comprehension, and the reader should intentionally regulate and control the reading process and adopt appropriate strategies to solve the problems during it. The purpose of this paper is to determine the use of metacognitive strategies in reading by the PE & Art majors through questionnaire. According to the result of the questionnaire, the PE & Art majors do use some metacognitive strategies in their reading, while nearly half of them do not often use metacognitive strategies in their reading. For this phenomenon, the author gives some constructive suggestions for the English majors about how to apply the metacognitive strategies in their reading: 1) preparing and planning in pre-reading; 2) monitoring and self-questioning in while-reading; 3) evaluating and adjusting in post-reading.

Literature Review on Metacognitive Strategies

This thesis firstly deals with the definition of metacognition, metacognitive knowledge and metacognitive strategies.Then, it presents the relationship between metacognitive knowledge and metacognitive strategies. Following that, it provides the previous related studies of them.

元认知:学习心理学的新论题

元认知(metacognition),是近十几年来才在美国认知发展研究中出现的新概念(J·Flavell、1976)。元认知的本意是关于认知的认知,它是以人的认知操作的各个方面为对象,并对个人的认知操作进行监视、控制和调节。近年来心理学家们正逐步认识到元认知对于人的发展的价值。研究表明,它在口头语言交往、口头语言和书面语言的理解、语言的习得、写作、注意、记忆、问题解决、社会认知、各种自我控制和自我指导等方面都起着重要作用。人们还注意到。

Modeling of cognitive framework in time-stressed decision making

An approach for modeling a human cognitive framework in time-stressed decision making is presented. The recognitive and metacognitive processes that represent the cognitive framework are modeled by the colored Petri nets （CPNs）. A structural and behavioral analysis method is adopted to obtain the static and dynamic property used to verify the CPNs model of the cognitive framework. Finally, an example from the command and control radar recognition system is used to evaluate the feasibility and availability of the CPNs model adopted in practical systems.

Learning Strategies in Chinese EFL Learners' Reading Comprehension

According to schema theory resulting from the psycholinguistic model of reading,comprehending a text is an interactive process between the reader background knowledge and the text. This article first views the psycholinguistic model of reading and research in learning strategies, then discusses the application of socioaffective,cognitive, metacognitive learning strategies in Chinese EFL learners’ reading comprehension.

Cognitive attentional syndrome and metacognitive beliefs as potential treatment targets for metacognitive therapy in bipolar disorder

Most treatment guidelines emphasize the use of psychotropic drugs for both the acute and maintenance treatment of bipolar disorder(BD).However,relying only on psychotropics without adjunctive psychosocial interventions may be insufficient in treating patients with BD.Given its unique view in the explanation of psychopathological states,metacognitive therapy(MCT)might be helpful for BD.Metacognitive theory posits that psychopathology is a result of the cognitive attentional syndrome(CAS)and that it is influenced and maintained by dysfunctional metacognitive beliefs,perseverative thinking,attentional biases,and dysfunctional coping strategies.In this review,literature data regarding these areas in BD are examined.Studies suggest that perseverative thinking might be among the emotion regulation strategies endorsed in individuals with BD.Regarding attentional biases,literature data show that state-dependent,moodchanging attentional biases and a ruminative self-focused attention are present.Studies also suggest that cognitive self-consciousness is higher in BD compared to controls.It is seen that maladaptive coping strategies are frequently reported in BD,and that these strategies are associated with depression severity,negative affect and relapse risk.Studies focusing on dysfunctional metacognitive beliefs in BD reported that individuals with BD had higher scores for negative metacognitive beliefs,self-consciousness,need to control thoughts,and a lack of cognitive confidence.Also,dysfunctional metacognitive beliefs were associated with depressive symptomatology.These findings suggest that the components of CAS and dysfunctional metacognitive beliefs are evident in BD.For a subgroup of patients with BD who fail to respond to evidence-based psychopharmacological and adjunctive psychotherapeutic interventions,MCT might be an alternative way to consider as a treatment option.In conclusion,taken the available data together,we propose a sequential treatment protocol for BD,mainly based on the MCT treatment plan of depressive disorders.

Incorporation of Learning Strategies into Web-based Autonomous Listening

The thesis introduces a comparative study of students'autonomous listening practice in a web-based autonomous learning center and the traditional teacher-dominated listening practice in a traditional language lab.The purpose of the study is to find how students'listening strategies differ in these two approaches and thereby to find which one better facilitates students'listening proficiency.

An Empirical Study of Depth of Vocabulary Knowledge and Vocabulary Learning Metacognitive Strategies of Non-English Majors

This paper concentrates on the depth of vocabulary knowledge and vocabulary learning metacognitive strategies used by Chinese non-English majors in an independent college.Results show the depth of vocabulary knowledge of the subjects only reaches the passing level.And metacognitive strategies are correlated significantly with the depth of vocabulary knowledge.

Applying Metacognitive Theories to Cultivating English Learner Autonomy in College

The ultimate goal of modern education is to develop students'learner autonomy and make them autonomous and lifelong learners and many researches have found that learner autonomy is greatly influenced by metacognition. So this paper intends to analyze the present teaching and learning situation in college and give a clear picture of the relationship of learn autonomy and metacognition, trying to find the ways to cultivate learner autonomy through applying metacognitive theories college.

Developing and Evaluating the Effectiveness of the Behavioral-Cognitive-Metacognitive Intervention on the Severity of Obsessive- Compulsive Disorder’s Symptoms

Obsessive-compulsive disorder is a disorder which is resistant to the existing treatments and to compensate this defect, it is necessary to design and search for the new treatments. This study aims to develop and evaluate the effectiveness of the behavioral-cognitive-metacognitive intervention on the symptoms of obsessive-compulsive disorder. In order to achieve objectives of the study, after developing the behavioral-cognitive-metacognitive intervention, it was evaluated in a single-subject procedure. OCI-R scores at baseline were obtained by following the treatment on 3 individuals. The study was a single-subject research and the data were analyzed by drawing the graph. Graph drawing results showed that the behavioral-cognitive-metacognitive intervention reduced the symptoms of obsessive-compulsive disorder (OCD), and reduction of OCD symptoms was also clinically significant. As the intervention of the present study is multi-dimensional and takes into account all the three behavioral, cognitive and metacognitive aspects and considers them interdependent and not apart or contradictory, it is considered as a new intervention.

Development and Validation of a Measure for Metacognitive Factors in Body Dysmorphic Disorder Patients

Background and Objectives: Recent studies explored the relationships between metacognitive beliefs and body dysmorphic disorder. The purpose of this study was to develop and validate one self-report scale of metacognitive factor about body dysmorphic. Methods: Development of this scale involved three steps: 1) items generated from a qualitative study with lecture and care professionals, 2) expert panel review, and 3) pilot test. A factor analysis of the responses from 600 participants suggested the creation of a 25-item scale. Results: Study showed that scores on the 25-item measure correlated with five theoretically related constructs, including positive and negative metacognitive beliefs about body dysmorphic, thought-fusion and metacognitive control strategies. Convergent validity of Body Dysmorphic Metacognitive Scale (BDMCS) with Yale-Brown Obsessive Compulsive Scale was modified for Body Dysmorphic Disorder (BDD) and Thought Fusion Instrument (r = 0.44, r = 0.52,

Develop and Validate a Metacognitive-Cognitive-Behavioral Model for Body Dysmorphic Disorder

The purpose of this study was to develop and validate a metacognitive-cognitive-behavioral model for body dysmorphic disorder. A sample of 800 participants (400 males and 400 females) was selected randomly and questionnaires were administered to them. Structure analysis was used to test the factor structure validity of the metacognitive-cognitive-behavioral model for body dysmorphic disorder. Results of the structure analysis revealed and supported a metacognitive-cognitive-behavioral model for body dysmorphic disorder. Also, the results showed that the model had the best fit to the data and was closely related to the theoretical assumptions. The model presented in this study illustrates a multidimensional approach that the model focuses on the metacognitive-cognitive-behavioral dimensions;hence, the model presented in this study is a new explanatory model. The model may prompt future research into body dysmorphic disorder and facilitate clinical treatment and case formulation.