Explore the Effect of Metacognitive Awareness on University Students' Learning Outcomes in the Metaverse: Evidence from Eye-tracking Data
DOI:
https://doi.org/10.58459/icce.2024.5018Abstract
In the current study, we explored the learning outcomes of five learners with different levels of metacognitive awareness in inquiry-based learning activities within the metaverse, and used eye-tracking technology to reveal the changes in eye movements of different learners during the learning process. The results showed that learners with high metacognitive awareness levels dealt with problems more comprehensively in general during problem-solving than learners with low metacognitive awareness levels. In addition, eye movement data showed that students with high metacognitive awareness levels tended to identify the inquiry question first and then carry out specific activities during their interactions; at the same time, they also had a more reasonable sequence of interactions with the learning materials compared to students with low metacognitive awareness levels. The study has practical implications for the future design of inquiry-based learning activities in the metaverse.