Interplay of prior knowledge, self-regulation and motivation in complex multimedia learning environments

Journal of Computer Assisted Learning

Volumn 32, Issue 1, 2016, Pages 31-50

  Song, H S ^a   Kalet, A L ^b   Plass, J L ^c  

^a GEORGIAN COURT UNIVERSITY   (United States)

^b NEW YORK UNIVERSITY SCHOOL OF MEDICINE   (United States)

^c NEW YORK UNIVERSITY   (United States)

Author keywords

Computer based learning; Medical education; Motivation; Prior knowledge; Self regulation

Indexed keywords

EID: 84956595993     PISSN: 02664909     EISSN: 13652729     Source Type: Journal    
DOI: 10.1111/jcal.12117     Document Type: Article

References (121)

1. Ablard, K. E., & Lipschultz, R. E. (1998). Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender. Journal of Educational Psychology, 90(1), 94-101.
2. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
3. Association of American Medical Colleges (2009). Applicant matriculant file. Retrieved January 12, 2010, from http://aamc.org/data/facts
4. Autman, J. M. (2005). Uncovering the hidden medical curriculum through a pedagogy of discomfort. Advances in Health Sciences Education, 10, 263-273.
5. Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523-535.
6. Azevedo, R., Greene, J., & Moos, D. (2007). The effect of a human agent's external regulation upon college students' hypermedia learning. Metacognition and Learning, 2(2/3), 67-87.
7. Baldwin, R. S., Peleg-Bruckner, Z., & McClintock, A. H. (1985). Effects of topic interest and prior knowledge on reading comprehension. Reading Research Quarterly, 20(4), 497-504.
8. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
9. Bentler, P., & Chou, C. (1987). Practical issues in structural modeling. Sociological Methods & Research, 16, 78-117.
10. Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161-186.
11. Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task value, and achievement goals. Journal of Educational Psychology, 93(1), 23-34.
12. Bong, M. (2004). Academic motivation in self-efficacy, task value, achievement goal orientations, and attributional beliefs. Journal of Educational Research, 97(6), 287-297.
13. Boutwell, R., & Barton, G. (1974). Toward an adaptive learner-controlled model of instruction: A place for the new cognitive aptitudes. Educational Technology, 14, 13-18.
14. Button, S. B., Mathieu, J. E., & Zajac, D. M. (1996). Goal orientation in organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67(1), 26-48.
15. Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum Associates.
16. Candler, C. (2007, March). Effective use of educational technology in medical education. Retrieved from https://members.aamc.org/eweb/upload/Effective%20Use%20of%20Educational.pdf
17. Charlin, B., Brailovsky, C., Roy, L., Goulet, F., & van der Vleuten, C. (2000). The script concordance test: A tool to assess the reflective clinician. Teaching and Learning in Medicine, 12(4), 189-195.
18. Chi, M. T. H. (2006). Two approaches to the study of experts' characteristics. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 21-30). New York: Cambridge University Press.
19. Chi, M. T. H., Glaser, R., & Farr, M. J. (Eds.). (1988). The nature of expertise. Hillsdale, NJ: Erlbaum & Associates.
20. Chi, M. T. H., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 1, pp. 7-76). Hillsdale, NJ: Erlbaum.
21. Clapper, J. P. (2007). Prior knowledge and correlational structure in unsupervised learning. Canadian Journal of Experimental Psychology, 61(2), 109-127.
22. Coffin, R. J., & MacIntyre, P. D. (1999). Motivational influences on computer-related affective states. Computers in Human Behavior, 15, 549-569.
23. Corredor, J. (2006). General and domain-specific influence of prior knowledge on setting of goals and content use in museum websites. Computers & Education, 47, 207-221.
24. Covington, M. V. (1984). The motive for self-worth. In R. Ames & C. Ames (Eds.), Research on motivation in education: Student motivation (pp. 77-113). New York: Academic Press.
25. Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171-200.
26. Cronbach, L. J. (Ed.). (2002). Remaking the concept of aptitude: Extending the legacy of Richard E. Snow. Mahwah, NJ: Erlbaum.
27. Cronbach, L. J., & Snow, R. E. (1977). Aptitudes and instructional methods: A handbook for research on interactions. New York: Irvington.
28. Davidoff, F. (2008). Focus on performance: The 21st century revolution in medical education. Mens Sana Monographs, 6(1), 29-40.
29. Day, E. A., Radosevich, D. J., & Chasteen, C. S. (2003). Construct-and criterion-related validity of four commonly used goal orientation instruments. Contemporary Educational Psychology, 28(4), 434-464.
30. De Bruin, A. B. H., Rikers, R. M. J. P., & Schmidt, H. G. (2005). Monitoring accuracy and self-regulation when learning to play a chess endgame. Applied Cognitive Psychology, 19, 167-181.
31. Dochy, F., Segers, M., & Buehl, M. M. (1999). The relation between assessment practices and outcomes of studies: The case of research on prior knowledge. Review of Educational Research, 69(2), 145-186.
32. Durik, A. M., Vida, M., & Eccles, J. S. (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology, 98(2), 382-393.
33. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
34. Eccles (Parsons), J., Adler, T. F., Futtterman, R., Goff, S. B., Kaczala, C. M., Meece J. L., etal. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.). Achievement and achievement motivation (pp. 75-146). San Francisco: Freeman.
35. Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225.
36. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189.
37. Elliot, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76(4), 628-644.
38. Ericsson, K. A. (2006). Protocol analysis and expert thought: Concurrent verbalizations of thinking during experts' performance on representative tasks. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 223-241). New York: Cambridge University Press.
39. Federico, P. A. (1999). Hypermedia environments and adaptive instruction. Computers in Human Behavior, 15, 653-692.
40. Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19, 499-505.
41. Ford, J. K., Smith, E. M., Weissbein, D. A., Gully, S. M., & Salas, E. (1998). Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer. Journal of Applied Psychology, 83(2), 218-233.
42. Fryer, J. W., & Elliot, A. J. (2008). Self-regulation of achievement goal pursuit. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 53-75). New York: Lawrence Erlbaum.
43. Gerhardt, M. W., & Brown, K. G. (2006). Individual differences in self-efficacy development: The effects of goal orientation and affectivity. Learning and Individual Differences, 16(1), 43-59.
44. Glaser, R., & Chi, M. T. H. (1988). Introduction: What is it to be an expert? In M. T. H. Chi, R. Glaser, & M. J. Farr (Eds.), The nature of expertise (pp. xv-xxiix). Hillsdale, NJ: Erlbaum & Associates.
45. Goldsworthy, S. J., Goodman, B., & Muirhead, B. (2005). Goal orientation and its relationship to academic success in a laptop-based BScN program. International Journal of Nursing Education Scholarship, 2(1), 1-16.
46. Graesser, A. C., McNamara, D. S., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through point&query, autotutor, and iSTART. Educational Psychologist, 40(4), 225-234.
47. Greene, J. A., & Azevedo, R. (2009). A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system. Contemporary Educational Psychology, 34, 18-29.
48. Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161-168.
49. Hafferty, F. W. (1998). Beyond curriculum reform: Confronting medicine's hidden curriculum. Academic Medicine, 73(4), 403-407.
50. Harden, R. M., & Hart, I. R. (2002). An international virtual medical school (IVIMEDS): The future for medical education? Medical Teacher, 24, 261-267.
51. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
52. Hsieh, P., Sullivan, J. R., & Guerra, N. S. (2007). A closer look at college students: Self-efficacy and goal orientation. Journal of Advanced Academics, 18(3), 454-476.
53. Hulleman, C. S., Durik, A. M., Schweigert, S. A., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology, 100(2), 398-416.
54. Issa, N., Mayer, R. E., Schuller, M., Wang, E., Shapiro, M. B., & DaRosa, D. A. (2013). Teaching for understanding in medical classrooms using multimedia design principles. Medical Education, 47(4), 388-396.
55. Jackson, D. L., Gillaspy, J. A. Jr., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14(1), 6-23.
56. Jiang, L., Elen, J., & Clarebout, G. (2009). The relationships between learner variables, tool-usage behavior and performance. Computers in Human Behavior, 25, 501-509.
57. Jonassen, D. H., & Grabowski, B. L. (Eds.). (1993). Handbook of individual differences, learning, and instruction. Hillsdale, NJ: Lawrence Erlbaum.
58. Kalet, A., Coady, S., Hopkins, M., Hochberg, M., & Riles, T. (2007). Preliminary evaluation of the Web Initiative for Surgical Education (WISE-MD). American Journal of Surgery, 194(1), 89-93.
59. Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509-539.
60. Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38(1), 23-31.
61. Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93(3), 579-588.
62. Keefer, J. A., & Karabenick, S. A. (1998). Help seeking in the information age. In S. A. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp. 219-250). Mahwah, NJ: Erlbaum.
63. Keig, P. F., & Rubba, P. A. (1993). Transition of representations of the structure of matter and its relationship to reasoning, gender, spatial reasoning, and specific prior knowledge. Journal of Research in Science Teaching, 30(8), 883-903.
64. Kenny, D. (2009). Structural equation modeling (Measuring model fit). Retrieved December 22, 2009, from http://davidakenny.net/cm/causalm.htm
65. Kitsantas, A., & Chow, A. (2007). College students' perceived threat and preference for seeking help in traditional, distributed, and distance learning environments. Computers & Education, 48(3), 383-395.
66. Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.
67. Lane, J., & Lane, A. M. (2001). Self-efficacy and academic performance. Social Behavior and Personality, 29, 687-694.
68. Leahy, W., & Sweller, J. (2005). Interactions among the imagination, expertise reversal, and element interactivity effects. Journal of Experimental Psychology. Applied, 11(4), 266-276.
69. Lempp, H., & Seale, C. (2004). The hidden curriculum in undergraduate medical education: Qualitative study of medical students' perceptions of teaching. (BMJ):British Medical Journal, 329, 770-773.
70. Ley, K., & Young, D. B. (1998). Self-regulation behaviors in underprepared (developmental) and regular admission college students. Contemporary Educational Psychology, 23, 42-64.
71. Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
72. Mayer, R. E. (2014). Introduction to multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 1-25). New York: Cambridge University Press.
73. Mennin, S. (2010). Self-organisation, integration and curriculum in the complex world of medical education. Medical Education, 44(1), 20-30.
74. Merchant, Z., Goetz, E. T., Keeney-Kennicutt, W., Kwok, O. M., Cifuentes, L., & Davis, T. J. (2012). The learner characteristics, features of desktop 3D virtual reality environments, and college chemistry instruction: A structural equation modeling analysis. Computers & Education, 59(2), 551-568.
75. Moos, D. C., & Azevedo, R. (2008). Monitoring, planning, and self-efficacy during learning with hypermedia: The impact of conceptual scaffolds. Computers in Human Behavior, 24(4), 1686-1706.
76. Moreno, R. (2005). Instructional technology: Promise and pitfalls. In L. Pytlik Zillig, M. Bodvarsson, & R. Bruning (Eds.), Technology-based education: Bringing researchers and practitioners together (pp. 1-19). Greenwich, CT: Information Age Publishing.
77. Muller, S. (1984). Physicians for the twenty-first century: report of the project panel on the general professional education of the physician and college preparation for medicine. Journal of Medical Education, 59, 1-208.
78. Muthén, L. K., & Muthén, B. O. (2007). Mplus user's guide (5th ed.). Los Angeles, CA: Muthén & Muthén.
79. Müller-Kalthoff, T., & Möller, J. (2003). The effects of graphical overviews, prior knowledge, and self-concept on hypertext disorientation and learning achievement. Journal of Educational Multimedia and Hypermedia, 12(2), 117-134.
80. Paas, F., & Kester, L. (2006). Learner and information characteristics in the design of powerful learning environments. Applied Cognitive Psychology, 20, 281-285.
81. Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4.
82. Patel, V. L., & Kaufman, D. R. (1995). Clinical reasoning and biomedical knowledge: Implications for teaching. In J. Higgs & M. Jones (Eds.), Clinical reasoning in the health professions (pp. 117-128). Oxford, UK: Butterworth-Heinemann Ltd.
83. Perrot, L. J., Deloney, L. A., Hastings, J. K., Savell, S., & Savidge, M. (2001). Measuring student motivation in health professions' colleges. Advances in Health Sciences Education, 6, 193-203.
84. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
85. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
86. Plass, J. L., Homer, B. D., & Hayward, E. (2009). Design factors for educationally effective animations and simulations. Journal of Computing in Higher Education, 21(1), 31-61.
87. Plass, J. L., Kalyuga, S., & Leutner, D. (2010). Individual differences and cognitive load theory. In J. L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 65-90). New York: Cambridge University Press.
88. Riles, T., Adelman, M., Cykiert, R., Litt, A., & Yee, H. (2005). WISE-MD. Retrieved from: http://wise-md.med.nyu.edu
89. Rimal, R. N. (2001). Longitudinal influences of knowledge and self-efficacy on exercise behavior: Tests of a mutual reinforcement model. Journal of Health Psychology, 6(1), 31-46.
90. Schmidt, A. M., & Ford, J. K. (2003). Learning within a learner control training environment: The interactive effects of goal orientation and metacognitive instruction on learning outcomes. Personnel Psychology, 56, 405-429.
91. Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. Journal of Educational Research, 99(6), 323-337.
92. Schunk, D. H., & Zimmerman, B. J. (Eds.). (2008). Motivation and self-regulated learning: Theory, research, and applications. New York: Lawrence Erlbaum.
93. Short, E. J., & Weissberg-Benchell, J. A. (1989). The triple alliance for learning: Cognition, metacognition, and motivation. In C. B. McCormick, G. E. Miller, & M. Pressley (Eds.), Cognitive strategy research: From basic research to educational applications (pp. 33-63). New York: Springer-Verlag.
94. Sins, P. H. M., van Joolingen, W. R., Savelsbergh, E. R., & van Hout-Wolters, B. (2008). Motivation and performance within a collaborative computer-based modeling task: Relations between students' achievement goal orientation, self-efficacy, cognitive processing, and achievement. Contemporary Educational Psychology, 33(1), 58-77.
95. Sobral, D. T. (2004). What kind of motivation drives medical students' learning quests? Medical Education, 38, 950-957.
96. Song, H., & Grabowski, B. L. (2006). Stimulating intrinsic motivation for problem solving using goal-oriented contexts and peer group composition. Educational Technology Research and Development, 54(5), 445-466.
97. Song, H. S., Kalet, A. L., & Plass, J. L. (2011). Assessing medical students' self-regulation as aptitude in computer-based learning. Advances in Health Sciences Education, 16, 97-107.
98. Spence, D. J., & Usher, E. L. (2007). Engagement with mathematics courseware in traditional and online remedial learning environments: Relationship to self-efficacy and achievement. Journal of Educational Computing Research, 37(3), 267-288.
99. Stajkovic, A. D., & Luthans, F. (1998). Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin, 124(2), 240-261.
100. Sternberg, R. J., & Frensch, P. A. (Eds.). (1991). Complex problem solving: Principles and mechanisms. Hillsdale, NJ: Lawrence Erlbaum.
101. Sungur, S. (2007). Contribution of motivational beliefs and metacognition to students' performance under consequential and nonconsequential test conditions. Educational Research and Evaluation, 13(2), 127-142.
102. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
103. Thompson, R. A., & Zamboanga, B. L. (2004). Academic aptitude and prior knowledge as predictors of student achievement in introduction to psychology. Journal of Educational Psychology, 96(4), 778-784.
104. Tobias, S. (1994). Interest, prior knowledge, and learning. Review of Educational Research, 64(1), 37-54.
105. Ullman, J. B. (2007). Structural equation modeling. In B. G. Tabachnick & L. S. Fidell (Eds.), Using multivariate statistics (5th ed., pp. 676-780). Boston, MA: Pearson.
106. van Gog, T., Ericsson, K., Rikers, R., & Paas, F. (2005). Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. Educational Technology Research and Development, 53(3), 73-81.
107. van Merriënboer, J., Kirschner, P. A., & Kester, L. (2003). Taking the load off a learner's mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13.
108. van Merriënboer, J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147-177.
109. Vandewalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57(6), 995-1015.
110. Vrugt, A. J., Langereis, M. P., & Hoogstraten, J. (1997). Academic self-efficacy and malleability of relevant capabilities as predictors of exam performance. The Journal of Experimental Education, 66, 61-72.
111. Waniek, J., & Schäfer, T. (2009). The role of domain and system knowledge on text comprehension and information search in hypermedia. Journal of Educational Multimedia and Hypermedia, 18(2), 221-240.
112. White, B., & Frederiksen, J. (2005). A theoretical framework and approach for fostering metacognitive development. Educational Psychologist, 40(4), 211-223.
113. Wigfield, A., Hoa, L. W., & Klauda, S. L. (2008). The role of achievement values in the regulation of achievement behaviors. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 169-195). New York: Lawrence Erlbaum.
114. Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 153-189). Mahwah, NJ: Lawrence Erlbaum.
115. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Hillsdale, NJ: Erlbaum.
116. Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2/3), 73-86.
117. Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 705-722). New York: Cambridge University Press.
118. Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845-862.
119. Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.
120. Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59.
121. Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theory, research, and practice. Mahwah, NJ: Lawrence Erlbaum.