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.

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.

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.

Role of Metacognition in Mathematical Problem Solving Process of Permutations and Combinations--Basic Study for CAI Software Development

When solving a mathematical problem, we sometimes encounter a situation where we can not reach a correct answer in spite of acquiring knowledge and formula necessary for the solution. The reason can be attributed to the lack in metacognitive abilities. Metacognitive abilities consist of comparing the difficulty of problem with own ability, proper plan of solution process, and conscious monitoring and control of solution process. The role and importance of metacognitive ability in mathematical problem solving of permutations and combinations was explored. Participants were required to solve five practical problems related to permutations and combinations. For each problem, the solution process was divided into： （1） understanding （recognition） of mathematical problem; （2） plan of solution; （3） execution of solution. Participants were also required to rate the anticipation whether they could solve it or not, and to rate the confidence of their own answer. According to the total score of five problems, the participants were categorized into the group of the high test score and the group of the low test score. As a result, at the plan and the execution processes, statistically significant differences were detected between the high and the low score groups. As for the rating on the anticipation of result and the confidence of own answer, no significant differences were found between both groups. Moreover, the relationship between the score of plan process and the score of execution process was statistically correlated. In other words, the more proper the plan process was conducted, the more proper solution the participants reached. In such a way, the importance of metacognitive ability in the solving process, especially the plan ability, was suggested.

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.

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.

A Survey on the Use of Metacognition in L2 Learning and Teaching

The author tries to verify that there are differences between the usages of the metacongintive strategies through a survey. He also discusses the role of the language teacher, since more and more people believe that teachers are not only language instructors but also learner trainers. So if they are interested in improving learners 'use of strategies for learning and using the language, their roles may be changing.

Metacognition in Solving Process of Basic Electric Circuit ProblemmComparison of Metacognitive Characteristics between Non-major and Major Students in Electric Engineering

There are learners who cannot solve practical problems in spite of mastering basic scientific knowledge and formula necessary for the solution. One of the reasons might be attributed to the lack in metacognitive abilities. The aim of this study was to compare the metacognitive characteristics between non-major and major students in electric engineering and clarify the difference of metacognitive process between these two groups when solving basic problems of electronic circuit. In the experiment, the solving process was compared between non-major and major students in electric engineering using five basic problems. We found that the scores on prediction of result and confidence of own answer differed significantly between non-major and major students, and inferred that the difference of performance was due to the lack in metacognitive ability, especially the plan and the execution abilities. Both prediction of results and confidence of own answer were also found to play a significant role in effective problem solving as important components （subsystems） of metacognition.

基于在线同伴互评的内隐行为规律挖掘及其影响机理研究

学习行为规律能够有效预测学业成绩,是开展个性化教育的关键,但大部分研究成果以探究学生的外显学习行为为主,对学生内隐行为的分析与挖掘较少。同伴互评是表征学习内隐行为的重要方式,文章以其产生的评语和反馈为分析对象,采用定量内容分析、滞后序列分析法和社会网络分析法,从情感、认知和元认知角度分析高、低成绩学生的内隐行为,并引入系统动力学方法剖析基于在线同伴互评的内隐行为影响机理。依据同伴互评中内隐行为所表现出的情感、认知和元认知差异,洞悉学习过程数据背后隐藏的学习成长轨迹,促进学生自主学习,支持教师及时、精准、有效地进行在线学业预警。

基于BPNN的在线学习者元认知能力评估

元认知能力被认为是提升学习者在线学习效果的关键因素,其有效评估对于教育教学具有重要意义。但是,当前基于在线学习行为的元认知能力评估方法存在指标选取有差异、不全面且权重模糊等问题。对此,文章首先设计了基于BPNN的学习者元认知能力评估研究框架,通过数据采集和标准化处理,得到19个在线学习行为指标。接着,文章进行了教学实验,通过相关性分析得到11个与元认知能力显著正相关的行为指标,并构建了基于BPNN的元认知能力评估模型。随后,文章进行了模型的性能验证,发现BPNN模型的整体性能和分类性能均最优;同时,文章从行为指标的重要性、影响情况和个体贡献度三个角度进行了模型的可解释性分析,以利于教师做出更科学、合理的教育决策。最后,文章从学习空间、学习资源、教师角色三个方面对BPNN模型的教学应用进行了展望。文章构建的BPNN模型能够准确评估和可视化解释元认知能力,有助于个性化教育教学的开展,从而为教育评估研究提供发展方向。

助记线索对自我和他人回忆成绩的影响及元认知监测

本研究以大学生为被试,通过设置二人结组记忆与元认知监测任务,考察了助我线索(实验1)和助他线索(实验2)对回忆成绩的影响及元认知监测。结果显示:(1)生成助我线索和助他线索,编码强度是相同的,但个体生成的助我线索和助他线索都对自我回忆更为有效;(2)相对于助我线索,助他线索更能提高他人回忆成绩;(3)个体的自我监测较为准确,但监测他人出现了高估。结果表明:第一,研究提出并证实了助记线索影响回忆成绩的双过程假说。第二,个体生成线索后主要是以编码流畅性为线索进行元认知监测,导致自我监测准确性较高,而监测他人的准确性不高。

初中STEM课程中元认知能力培养的策略研究

STEM教育具有多学科整合、基于项目的协作学习和真实的问题解决情境等学科特征。然而,对于习惯于传统教学方法的学生来说,由于缺乏系统的认知能力和调节能力,容易导致STEM教育的教学效果不佳。元认知能力是建立在一定的元认知知识和情感的基础上,对自身认知活动进行调节和控制的高级能力。有研究表明,培养学生的元认知能力可以提高其在STEM教育中的学习能力、学习成绩和学习效果。然而,现有研究大多将某个策略应用到STEM教育中培养元认知能力,或者聚焦于元认知能力某一维度的培养,缺乏系统全面的元认知能力培养策略。因此,本研究根据元认知的结构和STEM教育的特点,提出了在STEM教育中全面系统地培养元认知能力的策略模型。而后,本研究通过准实验研究法验证以上策略的应用效果,在STEM课程中,实验组采用元认知培养策略,对照组采用传统方法进行教学。根据问卷数据的ANCOVA分析结果,得出以下结论:①元认知培养策略可以有效提高学生的元认知能力,包括元认知知识、元认知经验和元认知监控;②元认知培养策略可以促进学生的学习成绩和知识获取。

容错动态性如何提升员工适应性绩效?——一个有调节的中介模型

员工适应性绩效是企业应对环境变化的重要基础,而容错动态性为解释员工适应性绩效提供了新视角。文章基于情绪事件理论、自我调节理论和资源保存理论,以306名科技型企业在职员工为调研对象,明晰了容错动态性对员工适应性绩效影响的路径和边界条件。结果表明:容错动态性对员工适应性绩效具有显著的正向影响;元认知能力在容错动态性与员工适应性绩效之间发挥中介作用;任务责任心调节容错动态性与元认知能力之间的关系,并进一步调节了容错动态性通过元认知能力对员工适应性绩效起的间接作用。研究从组织情绪视角提出了容错动态性是员工适应性绩效的另一影响因素,为企业提升员工适应性绩效提供新方法。

支持元认知培养的高职学习化评价模式研究

元认知是衡量学习者批判性思维与创造性思维的重要预测因子,也被作为重要的学习策略。为此,在高职课堂教学,尤其是学习评价中,教师要关注学生元认知的培养,以评价发展元认知。构建任务驱动、全程关照、多元维度的“2阶段~5环节”高职学习化评价模式,通过培养学生的元认知意识,提升学生的高阶思维能力。教学实践研究证明,学习化评价模式能够显著提升学生的任务知识、自我认知知识、学习策略知识等元认知知识,有效改善学生的元认知体验,逐步发展学生的计划策略、信息管理策略、调节策略等元认知监控能力。

健康焦虑元认知和家庭关怀度对中青年宫颈癌患者恐惧疾病进展的影响

目的:研究中青年宫颈癌患者健康焦虑元认知程度、家庭关怀度和恐惧疾病进展的现状,为改善患者治疗依从性和生活质量提供理论依据。方法:以2022年12月至2023年11月在某市医院确诊为宫颈癌的60例中青年患者为主要研究对象,选择健康焦虑元认知量表、家庭关怀度量表、癌症患者恐惧疾病进展简化量表进行研究。结果:中青年宫颈癌患者健康焦虑元认知与恐惧疾病进展呈正向相关,家庭关怀度与恐惧疾病进展呈现负相关性(P<0.01)。结论:患者健康焦虑元认知水平能够正向预测恐惧疾病进展水平,医护人员对健康焦虑元认知水平较高,家庭关怀度中、低水平的患者进行早期干预,可降低其恐惧疾病进展水平,提高家庭关怀度。

OBE与元认知联合驱动下的数学相关专业“机器学习”课程教学研究

目前,关于OBE(成果导向教育)和元认知的教学研究越来越多。数学相关专业学生在“机器学习”课程中表现出明显的数学优势,但也存在许多其他问题。为了提升“机器学习”课程的教学质量和学生的学习效果,需要分析课程的教学现状,研究OBE教学理念和元认知理论在该课程教学中的联合应用价值,同时探索教学新方法,从教学理念、教学目标、知识点教学流程以及教学评价等方面出发,设计以OBE与元认知为驱动的“机器学习”课程教学,并以“线性回归”知识点的教学为例展示教学安排。

基于元认知理论的一对基因“致死问题”的突破策略

基于元认知理论,引导学生通过跨章节、跨学科的知识重构,深度理解遗传规律的内涵与外延,有效突破一对基因的“致死问题”,提高高中生物学复习效率,提升科学思维,落实学科素养。

基于元认知支架的小学编程教学模式设计与构建——以小学python课程为例

智能时代来临,儿童编程教育开始普及。然而,当前多数编程教学模式预设固定操作路径,忽视学生“如何学”,学生缺乏独立探索契机。如何引导学生学习编程已成为当前小学编程教学亟须解决的重要问题。有研究表明,元认知能力可助力编程调控与反思,能有效促进编程学习。因此,该研究将元认知支架引入编程教学,根据编程的问题解决过程对元认知支架进行具体分类与设计,构建了基于元认知支架的小学python编程教学模式并应用于具体教学中,最后通过数据分析发现,该教学模式的实施显著提高了学生的元认知能力和学业成绩。该研究探索了将元认知支架与编程教学相融合的实践途径,以期丰富元认知编程教学方式,为小学教师引导学生学会编程提供参考案例。