Making Metacognition Explicit: Developing A Theoretical Foundation For Metacognitive Prompting During Scenario-Based Training

In this paper we describe a set of metacognition related training interventions that can be introduced in advanced scenario-based training systems. A long line of research in the cognitive and learning sciences has shown that knowledge acquisition is more effective when learners reflect upon their comprehension processes. We support this view and discuss how instruction can assist trainees in monitoring their learning in order to facilitate overall retention and transfer. We focus on the multidimensional nature of metacognition and emphasize the regulatory component of metacognition. Regulation involves an active process engaged by the trainee in service of learning. We present a theoretical framework that describes how this can be developed as a means of instructional strategy in preparation for, during execution of, and in reflection upon, a given learning episode. Copyright 2010 by Human Factors and Ergonomics Society, Inc. All rights reserved