Scaffolding metacognitive processes in the Ecolab: help-seeking and achievement goal orientation


Amanda Carr, Rosemary Luckin, Katerina Avramides and Nicola Yuill

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Ecolab is an interactive learning environment designed to support 10 - 11 year old learners’ understanding of ecology. The system offers help at different levels of specificity and invites users to consider what level of help they need – a form of metacognitive assistance. In this paper we report results from an empirical study which investigates how learners respond to metacognitive assistance as provided by two different versions of the Ecolab according to differing achievement goal orientations.