Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?

Research and Practice in Technology Enhanced Learning

Table 3 Descriptive values and inferential statistics for the analysis of prompt utilization regarding learning outcomes in learning session 1 and learning session 2

	Reflection request (n = 11)		Call to action (n = 12)		t	p (two-tailed)	d
	M	SD	M	SD
Learning session 1
Recall	14.09	3.78	15.17	6.07	.50	.619	-0.21
Comprehension	17.00	1.79	16.00	3.10	-.94	.361	0.40
Transfer	21.95	1.97	18.92	4.68	-2.06	.059	0.84
Learning session 2 (stability test)
Recall	10.09	3.59	11.00	3.74	.59	.559	-0.25
Comprehension	14.09	1.22	12.08	2.57	-2.42	.029	1.00
Transfer*	23.36	4.21	17.79	3.71	-3.37	.003	1.50

Note: This analysis includes only students of the experimental condition learning group with self-created prompts. Students of the experimental group were supported by self-created prompts only in learning session 1; in learning session 2, both groups learned without prompts. The Bonferroni-corrected significance level was 0.017. All comparisons that reached significance are marked with an asterisk (*)