2026-06-17T20:28:26Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/95212025-05-12T08:17:24Zcom_10259_4386com_10259_5086com_10259_2604com_10259_5841col_10259_9522col_10259_6391col_10259_5684

Sáiz Manzanares, María Consuelo Martin, Caroline Françoise González Díez, Irene Jiménez Eguizábal, Alfredo Calvo Rodríguez, Alberto Varela Vázquez, Carmen Almeida, Leandro Velasco Saiz, Rut north=42.340833; west=-3.699722; name=Burgos, Spain start=2022; end=2023 2024-09-03T07:50:41Z 2024-09-03T07:50:41Z 2024-08-31 http://hdl.handle.net/10259/9521 10.71486/n803-zw26 The 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: 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 moni-toring during collaborative interaction. 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 favour of the col-laborative groups of Biomedical Engineering students. Also, students who participated in moni-toring collaborative group in both clusters obtained better learning outcomes. Lastly, the assign-ment groups are exactly related to the collaboration groups with respect to the use of metacogni-tive 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. text/plain application/pdf eng Universidad de Burgos Atribución-NoComercial 4.0 Internacional http://creativecommons.org/licenses/by-nc/4.0/ info:eu-repo/semantics/openAccess Metacognitive strategies Collaborative group Monitoring Higher education Problem-based learning Enseñanza superior Psicología Education, Higher Psychology Table A1. Protocol for monitoring the use of metacognitive strategies during group collaborative interaction (POMSCI) (Sáiz-Manzanares, 2024) (teaching year first year of the COVID 19 pandemic vs. second year), covariate (type of degree) on satisfaction and learning responses into the of Journal Comunicar" ISSN:1134-3478 dataset info:eu-repo/semantics/acceptedVersion info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2020-117111RB-I00/ES/ASISTENTES DE VOZ E INTELIGENCIA ARTIFICIAL EN MOODLE: UN CAMINO HACIA UNA UNIVERSIDAD INTELIGENTE/ 2024