2025/07/17 by Allison Zengilowski, Brendan A. Schuetze, Abubakir Siedahmed +2 · 1 voice
Computer Science · Psychology · Social Sciences · #Innovative Teaching and Learning Methods #Intelligent Tutoring Systems and Adaptive Learning #Reflective Practices in Education
paper · doi:10.1145/3698205.3729547
openalex publication_date 2025/07/17 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
Hints are often used to support students who are learning mathematics content on computer-based learning platforms. Yet, it is not always clear whether students use these hints to promote or avoid learning. We conducted a preregistered randomized controlled trial with (N = 1,005) seventh grade students who were completing math problems on a computer-based learning platform. We aimed to determine whether metacognitive prompts asking students to reflect on their current knowledge before accessing content-based hints would benefit their learning. This prompt did not lead to differences in hint usage, redo usage, practice performance, or post-test performance. Effects did not differ between students with high and low prior knowledge. Exploratory analyses indicated that students with high prior knowledge were less likely to use hints. Those with low prior knowledge were more likely to use hints, but did not improve their understanding of the content through their hint usage. The effect of metacognitive prompts likely depends on students' goals, which in turn alter their engagement with these prompts.