2026-06-29T09:21:30Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/102722025-03-04T11:39:35Zcom_10259_5841com_10259_5086com_10259_2604col_10259_5842

Sáiz Manzanares, María Consuelo Martin, Caroline Françoise González Díez, Irene Jiménez Eguizábal, Alfredo Calvo Rodríguez, Alberto Varela Vázquez, Carmen Almeida, Leandro Velasco Saiz, Rut 2025-03-03T08:19:18Z 2025-03-03T08:19:18Z 2024 http://hdl.handle.net/10259/10272 10.3390/educsci14111205 2227-7102 This study of the use of metacognitive strategies during learning interaction in collaborative groups is considered referential for understanding the development of such strategies. The use of metacognitive strategies is related to better learning outcomes. We monitored the interaction in five collaborative groups at three points in time (initial, intermediate and final). These groups consisted of undergraduate health science (n = 9) and biomedical engineering students (n = 10). The aims were the following: (1) To check whether there were significant differences in the use of metacognitive strategies between the groups of students monitored depending on the type of degree or the point in time measurement. (2) To test whether there were significant differences in students’ learning outcomes depending on whether or not they had participated in the interaction monitoring during collaborative interaction. (3) To test clustering without a pre-assignment variable against learning outcomes in collaborative groups. Significant differences were detected in the use of some of the metacognitive strategies of orientation, planning and elaboration in favor of the collaborative groups of the biomedical engineering students. Also, students who participated in monitoring collaborative groups in both clusters obtained better learning outcomes. Lastly, the assignment groups were exactly related to the collaboration groups with respect to the use of metacognitive strategies in the final measurement. This research was part of the project “Voice assistants and artificial intelligence in Moodle: a path to a smart university” -SmartLearnUni-. Project number: PID2020-117111RB-I00, funded by Agencia Estatal de Investigación. Ministerio de Ciencia e Innovación y Universidades. Gobierno de España. application/pdf eng MDPI Education Sciences. 2024, V. 14, n. 11, 1205 https://doi.org/10.3390/educsci14111205 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Metacognitive strategies Collaborative group Monitoring Higher education Educación Tecnología Enseñanza superior Psicología Informática Education Technology Education, Higher Psychology Computer science Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Education Sciences 14 11 1205