Textbook-bundled metacognitive tools: a study of learnSmart’s efficacy in general chemistry a study of LearnSmart’s efficacy in general chemistry created by Vandana Thadani and Nicole C. Bouvier-Brown

By:

Thadani, Vandana [author]

Contributor(s):

Bouvier-Brown, Nicole C [co-author]

Material type: Text

TextSeries: Journal on excellence in college teaching ; Volume 27 , number 2 ,Canada: Miami University, 2016Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

1052-4800

Subject(s):

Textbooks -- Metacognition -- Chemistry

LOC classification:

LB1778 JOU

Abstract: College textbook publishers increasingly bundle sophisticated technology-based study tools with their texts. These tools appear promising, but empirical work on their efficacy is needed. We examined whether LearnSmart, a study tool bundled with McGraw-Hill's textbook Chemistry (Chang & Goldsby, 2013), improved learning in an undergraduate general chemistry course. Content-knowledge gains of those students who used LearnSmart, those who did not use it, and those who used it with scaffolding questions that supported use of the tool's metacognitive features were compared. The metacognitive scaffolding questions appeared to help students use LearnSmart more effectively than did using LearnSmart by itself, which did not confer learning benefits. Implications for adopting LearnSmart and similar tools are discussed.

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Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1778 JOU (Browse shelf(Opens below))	Vol. 27, no.2 (pages77-95)	Not for loan	For in house use only

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College textbook publishers increasingly bundle sophisticated technology-based study tools with their texts. These tools appear promising, but empirical work on their efficacy is needed. We examined whether LearnSmart, a study tool bundled with McGraw-Hill's textbook Chemistry (Chang & Goldsby, 2013), improved learning in an undergraduate general chemistry course. Content-knowledge gains of those students who used LearnSmart, those who did not use it, and those who used it with scaffolding questions that supported use of the tool's metacognitive features were compared. The metacognitive scaffolding questions appeared to help students use LearnSmart more effectively than did using LearnSmart by itself, which did not confer learning benefits. Implications for adopting LearnSmart and similar tools are discussed.

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