Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation

Radtke, Anna; Schnaubert, Lenka

Abstract

Social platforms provide a vast amount of resources for sharing, discussing, and searching for information. Thereby, learners need to monitor their understanding to metacognitively regulate their learning. Awareness of peers' metacognitions can affect individual regulation processes and such information may be communicated through language characteristics. Thus, in our experimental study (N = 214), we examined the effects of uncertainty markers in a social media forum setting on perceptions of uncertainty within the group as well as changes in learners' content-related assumptions, certainty, and learning intention. Results confirmed the influence of uncertainty markers on perceived uncertainty within the group, which in turn affected the learners' changes in assumptions and learning intention via changes in certainty. Further exploratory analyses showed that the effect of perceived group uncertainty on own certainty was stronger for men than for women. This study confirms the intricate nature of individual and social metacognitive processes in online learning.

Citation

Radtke, A., & Schnaubert, L. (2022, June). Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation. Presented at 16th International Conference of the Learning Sciences (ICLS), Hiroshma, Japan and online

• Presentation Conference Type: Edited Proceedings
• Conference Name: 16th International Conference of the Learning Sciences (ICLS)
• Start Date: Jun 6, 2022
• End Date: Jun 10, 2022
• Acceptance Date: Mar 1, 2022
• Publication Date: 2022
• Deposit Date: Mar 22, 2023
• Pages: 274-281
• Book Title: Proceedings of the 16th International Conference on the Learning Sciences - ICLS 2022
• Public URL: https://nottingham-repository.worktribe.com/output/18809940
• Publisher URL: https://www.dropbox.com/s/ws5sdcfi72aykj1/ICLS2022%20Proceedings.pdf?dl=0