Using metacognitive prompts to enhance self‐regulated learning and learning outcomes: A meta‐analysis of experimental studies in computer‐based learning environments

Abstract Background It has been assumed that prompting students to plan, monitor and evaluate their learning process could stimulate strategy use and thereby improve learning outcomes. Objectives This study aimed to examine the effects of metacognitive prompts on students' self‐regulated learning (SRL) and learning outcomes in the context of computer‐based learning environments (CBLEs). Methods To achieve this, the current study took a meta‐analytic approach to critically evaluate evidence for the effectiveness of metacognitive prompts and identify potential moderators of the effects. Results and conclusions With random‐effects models, the results showed that metacognitive prompts significantly enhanced SRL activities ( g = 0.50, 95% confidence interval [0.37, 0.63]) and learning outcomes ( g = 0.40, 95% confidence interval [0.31, 0.49]) relative to the control conditions. Furthermore, moderator analyses revealed that the effects varied as a function of three prompts features: feedback, specificity and adaptability. Implications Developing task‐specific, individual‐adaptive prompts and feedback should be a design principle in CBLEs, such that the prompt effect could be retained, sustainably enhanced and transferred to novel situations.