Metacognitive Prompting as a Generalizable Instructional Tool in Simulation-Based Training

Abstract

Instructional strategies for improved learning often lack the ability to be applied to domains with differing learning goals. This study expanded on our previous work to investigate whether metacognitive prompting can be utilized as a broadly applied training intervention within a simulation-based training environment. Participants in the experimental group were provided metacognitive prompts following decisions made during simulation-based training scenarios and were compared to a control group that did not receive prompting. Results indicate that metacognitive prompting may enhance the acquisition of conceptual knowledge; however, it did not improve the ability to transfer this knowledge to a novel situation. The study also provided evidence of a possible interaction effect between self-reported cognitive load and condition, suggesting that prompting may provide learners with an enhanced capacity to attend to and process additional information present in their environment.