A New Perspective for Metacognition-Driven Learning

Abstract

While the importance of metacognition is widely acknowledged in education, some researchers indicate that the domain of metacognition is one that lacks coherence. In order to overcome this issue, it is necessary that each researcher explains what he addresses as metacognition by using his own or other people’s framework of metacognition. We propose a new framework for metacognition which explains what types of metacognitive activity occurs and what types of metacognition-driven learning they cause. With this framework, it becomes possible not only to identify what types of metacognitive activity or what types of metacognition-driven learning a computer system supports but also to propose new functions that support the various types of metacognitive activity and metacognition-driven learning.