The Effect Of Instructor Fluency On Students' Metacognitive Monitoring And Control

As we all know,it is essential to human learning to conduct accurate metacognitive awareness and regulation.So how do people conduct their metacognitive awareness and regulation?Researchers have been concerned about this subject for a long time.In recent years,more and more studies have found that people would base on this cue of processing fluency to conduct metacognitive monitoring and controlling process.However,most of previous studies on the processing fluency have focused on the fluency of single stimulus(such as single visual or auditory stimulus),and pay little attention to the fluency of complex stimulus(such as the instructor fluency)under teaching context.Carpenter(2013)firstly focused on the impact of the fluency based on complex and dynamic stimulus-instructor fluency on metacognitive awareness and regulation.Their study found that instructor fluency influenced students' metacognitive monitoring without influencing metacognitive regulation.Processing fluency can be classified as perceptual fluency and conceptual fluency according to the processing level,in which the former reflecting the ease of processing "surface" features of the stimulus and the latter reflecting the ease of processing the features relation to semantic of stimulus.However,that Carpenter(2013)concerned was the perceptual fluency of instructor.In order to fully explore the effects of instructor processing fluency on metacognitive monitoring and control,this study attempted to further distinguish instructor perceptual fluency and conceptual fluency on the basis of Carpenter(2013)study,therefore attempted to examine the influences of this two instructor fluency on students' metacognitive monitoring and control.The study of this issue can deeply reveal the effect of processing fluency on the metacognition on the one hand,as well as can provide guidance for the practice of cultivating students' ability of metacognitive monitoring and control.In this study,four experiments were designed to explore the impact of instructor fluency on metacognitive monitoring and control,in which using instructor teaching videos as study material.Experiment 1 was conducted by using between-subject design to investigate the effect of perceptual fluency of instructor on meta-cognitive monitoring(Judgment of Learning);Experiment 2 was conducted by using within-subject design to explore the effect of perceptual fluency of instructor on meta-cognitive monitoring(Judgment of Learning)and control(Allocation of Time);Experiment 3 was conducted by using within-subject design to explore the effect of conceptual fluency of instructor on meta-cognitive monitoring(Judgment of Learning)and control(Allocation of Time);and Experiment 4 was conducted by using 2(Perceptual fluency:fluency/disfluency)× 2(Conceptual fluency:fluency/disfluency)between-subject design to explore the effects of perceptual and conceptual fluency of instructor on students' metacognitive monitoring and control when controlling both fluency.The main results of this study were as follows:1)When separately manipulated instructor perceptual fluency and conceptual fluency,both two instructor fluency influence the judgments of learning,it showed that participants' judgments of learning were higher to perceptual-fluent teaching videos than disfluent videos,and their judgments of learning were higher to conceptual-fluent teaching videos than disfluent videos;2)When separately manipulated instructor perceptual fluency and conceptual fluency,both two instructor fluency influence re-learning time,it showed that participants would spend more re-learning time on the perceptual-disfluent teaching videos than perceptual-fluent videos,and would spend more re-learning time on the conceptual-disfluent teaching videos than conceptual-fluent videos.But this effect only occurred when participants did not have prior knowledge associated with learning materials;3)When manipulated instructor perceptual fluency and conceptual fluency at the same time,judgments of learning and re-learning time.were mainly influenced by instructor perceptual fluency;however,instructor conceptual fluency affect re-learning time only when participants did not have prior knowledge associated with learning materials.It specially showed that participants' judgments of learning were higher to perceptual-fluent teaching videos,but they would spend more re-learning time on the perceptual-disfluent teaching videos;.however,they would spend more re-learning time on the conceptual-disfluent teaching videos only when participants did not have prior knowledge associated with learning materials.Thus this study could mainly draw the following three conclusions:1)When separately manipulated instructor perceptual fluency and conceptual fluency,instructor perceptual fluency and conceptual fluency influenced students'metacognitive monitoring.2)When separately manipulated instructor perceptual fluency and conceptual fluency,instructor perceptual fluency and conceptual fluency affected students'metacognitive control only when participants did not have prior knowledge associated with learning materials.3)When manipulated both instructor perceptual fluency and conceptual fluency at the same time,perceptual fluency influenced students' metacognitive monitoring and control,and conceptual fluency influenced students' metacognitive control only when participants did not have prior knowledge associated with learning materials.