An Experimental Research On The Influencing Factors Of Metacomprehension Judgement During Hypermedia Learning

Metacomprehension judgments is an important component of metacomprehension monitoring. It is usually measured through the rate of the extent of comprehension about the reading materials or the predict of the test scores by researchers. It is essentially a kind of judgment of learning. Metacomprehension judgments is the process of learner's subjective evaluation of objective. The consistency between the subjective judgement and objective test scores representates the accuracy of metacomprehension judgments. Based on the former researches, people have put forward several theories of metacomprehension judgments, and explored the influence factors of metacomprehension judgments. However, these conclusions were found in the traditional paper media or linear text structure. As an important technology of computer and internet, the use of nonlinear structures to organize and present informations is the most prominent feature of hypermedia. So, what would influence individual's metacomprehension judgments in the hypermedia study?This study used hypermedia learning materials and experimental procedures which were both written by ourself, and5experiments were designed to investigate the factor influencing metacomprehension judgments in hypermedia learning. Experiment1was a2(the structure of text: nonline structure/line structure)×3(the kinds of tasks:rate comprehension/predict performance of detail questions/predict performance of inference questions) mixed design.The structure of text was between-group factors,and the type of tasks was within-group factors. This experiment explored how the nonline structure of the text materials which were presented in hypermedia influence metacomprehension judgments. Experiment2was a2(the presentation modes of marterials:text/text+picture and animation)×3(the kinds of tasks:rate comprehension/predict performance of detail questions/predict performance of inference questions) mixed design.The presentation modes of marterials was between-group factors, and the type of tasks was within-group factors. This experiment explored how the pictures and animation added in hypermedia materials influence metacomprehension judgments. Experiment3was a2(the marterials'form:text/text+concept map)×3(the kinds of tasks:rate comprehension/predict performance of detail questions/predict performance of inference questions) mixed design.The marterials'form was between-group factors, and the type of tasks was within-group factors. This experiment explored how the concept map added in reading materials influence metacomprehension judgments. Experiment4was a2(the cognitive style:field independent/field dependent)×3(the kinds of tasks:rate comprehension/predict performanceof detail questions/predict performanceof inference questions)mixed design.The cognitive style was between-group factors, and the type of tasks was within-group factors. This experiment explored how an individual's cognitive style influence metacomprehension judgments. Experiment5was a2(the scaffold condition:no scaffold/human scaffold)×3(the kinds of tasks:rate comprehension/predict performanceof detail questions/predict performance of inference questions)mixed design.The scaffold condition was between-group factors, and the type of tasks was within-group factors. This experiment explored how human scafolds in the course of hypermedia studying influence metacomprehension judgments. Based on the statistical results of the five experiments, the conclusions are as follows:(1) Compared with line structure of text, nonline structure of text presented in hypermedia doesn't influence the magnitude of both predict performance of detail questions and predict performance of inference questions, and it doesn't influence metacomprehension judgments'absolute accuracy and test scores. But nonline structure of text presented in hypermedia reduces an individual's magnitude of rate comprehension, and it also reduces the relative accuracy of metacomprehension judgments.(2)Adding pictures and animation in hypermedia materials doesn't influence the magnitude of metacomprehension judgments, and it doesn't influence the relative accuracy of metacomprehension judgments, however adding pictures and animation in hypermedia materials reduces the self-cofidence of metacomprehension judgments, and it improves the learning achievement.(3)Adding concept maps in hypermedia texts materials doesn't influence the magnitude of metacomprehension judgments, but it reduces an individual's self-cofidence of predict performance of detail questions, and it significantly improve an individual's relative accuracy of rate comprehension and learning achievement.(4)The cognitive style doesn't influence the magnitude of metacomprehension judgments, and it doesn't influence the relative accuracy and absolute accuracy of metacomprehension judgments, and it also doesn't significantly influence the test scores.(5)Human scaffolds and prompt in the course of hypermedia studying doesn't influence the magnitude of metacomprehension judgments, but it reduces an individual's self-confidence to metacomprehension judgments, that is "reversal effect of calibration bias". Human scaffolds and prompt in the course of hypermedia studying significantly improve an individual's relative accuracy of rate comprehension and it significantly improve an individual's results of hypermedia study.(6) rate comprehension, predict performance of detail questions and predict performance of inference questions are the different kinds of metacomprehension judgments, and they reflect the psychological characteristics of metacomprehension judgments in different aspects. An individual is over-confident in rate comprehension and predict performance of Inference questions, but has no confidence in predict performance of detail questions.