Using Metacognitive Prompts to Promote Self-Regulated Learning and Academic Performance

This study took a meta-analytic approach to evaluate the effects of metacognitive prompts in the context of computer-based environments. The results demonstrated that metacognitive prompts enhanced self-regulation (g=0.38, CI [0.25, 0.50]) and performance (g=0.45, CI [0.24, 0.65]). Moderator analyses revealed that the effects varied across contexts, prompts features and measurement.