Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules

The associations among type D personality and nomophobia, metacognitions about smartphone use, smartphone addiction in Chinese university freshmen: a two-wave study

OBJECTIVE

This study aimed to examine longitudinal associations of Type D personality and smartphone addiction, while also exploring the mediating roles of nomophobia and metacognitions about smartphone use.

METHODS

Type D Personality Scale-14 (T1), Nomophobia Questionnaire (T2), Metacognitions about Smartphone Use Questionnaire (T2) and Smartphone Addiction Scale Short Version (T2) were applied at two time points. 653 university freshmen (Mage= 18.56, SD = 0.65) from a university in China were surveyed.

RESULTS

(1) Type D personality was significantly and positively correlated with nomophobia, negative metacognition, and smartphone addiction. In contrast, the correlation between Type D personality and positive metacognition did not reach the significant level. (2) Compared with individuals with non-Type D personality, those with Type D personality scored significantly higher on nomophobia, negative metacognition, and smartphone addiction. However, the difference was not significant for positive metacognition. (3) Nomophobia and metacognitions about smartphone use fully mediated the relationship between Type D personality and smartphone addiction. While the mediating effects of nomophobia and negative metacognition were significant, the mediating effect of positive metacognition was not significant.

CONCLUSIONS

Type D personality can not only affect smartphone addiction directly but also indirectly through nomophobia and negative metacognition. Therefore, to prevent and intervene in smartphone addiction, we can start from both affect (nomophobia) and metacognition (negative metacognitions about smartphone use).

Management of resilient urban integrated energy system: State-of-the-art and future directions

The urban integrated energy system (UIES) is the fundamental infrastructure supporting the operation of resilient cities. The resilience of UIES plays a critical role in effectively responding to extreme events. We provide a comprehensive review on the management of resilient UIES. Firstly, we examine the existing studies on the resilience of UIES through quantitative and qualitative methodologies. Secondly, it points out that the coupling characteristics of UIES have a dual impact on resilience. The definition of UIES resilience can be understood from three perspectives, namely partial resilience versus total resilience, physical resilience versus digital resilience, and current resilience versus future resilience. Thirdly, this review summarizes the strategies for improving the resilience of UIES across three distinct stages, namely before, during, and after extreme events. The resilience of UIES can be enhanced by effective measures to prediction, adaptation, and assessment. Finally, the challenges faced by management of resilient UIES are presented and discussed, in terms of mitigating compound risks, modeling complex systems, addressing data collection and quality issue, and collaborating within multi stakeholders.

Extended TAM based acceptance of AI-Powered ChatGPT for supporting metacognitive self-regulated learning in education: A mixed-methods study

This mixed-method study explores the acceptance of ChatGPT as a tool for Metacognitive Self-Regulated Learning (MSRL) among academics. Despite the growing attention towards ChatGPT as a metacognitive learning tool, there is a need for a comprehensive understanding of the factors influencing its acceptance in academic settings. Engaging 300 preservice teachers through a ChatGPT-based scenario learning activity and utilizing convenience sampling, this study administered a questionnaire based on the proposed Technology Acceptance Model at UTM University's School of Education. Structural equation modelling was applied to analyze participants' perspectives on ChatGPT, considering factors like MSRL's impact on usage intention. Post-reflection sessions, semi-structured interviews, and record analysis were conducted to gather results. Findings indicate a high acceptance of ChatGPT, significantly influenced by personal competency, social influence, perceived AI usefulness, enjoyment, trust, AI intelligence, positive attitude, and metacognitive self-regulated learning. Interviews and record analysis suggest that academics view ChatGPT positively as an educational tool, seeing it as a solution to challenges in teaching and learning processes. The study highlights ChatGPT's potential to enhance MSRL and holds implications for teacher education and AI integration in educational settings.

Toward a greener future: A survey on sustainable blockchain applications and impact

Blockchain Technology has garnered significant attention due to its immense potential to transform the way transactions are conducted and information is managed. Blockchain is a decentralized digital ledger that is spread across a network of computers, ensuring the secure, transparent, and unchangeable recording of transactions. However, the energy consumption of certain blockchain networks like Bitcoin, Litecoin, Monero, Zcash, and others has generated apprehensions regarding the sustainability of this technology. Bitcoin alone consumes approximately 100 terawatt-hours annually, contributing significantly to global carbon emissions. The substantial energy requirements not only contribute to carbon emissions but also pose a risk to the long-term viability of the blockchain industry. This study reviews articles from eight reputable databases between 2017 to August 2023, employing the systematic review and preferred reporting items for systematic reviews and meta-analyses approach for screening. Therefore, explore the applications of sustainable blockchain networks aimed at reducing environmental impact while ensuring efficiency and security. This survey also assesses the challenges and limitations posed by diverse blockchain applications regarding sustainability and provides valuable foresight into potential future advancements. Through this survey, the aim is to track and verify sustainable practices, facilitating the transition to a low-carbon economy, and promoting environmental stewardship, with a specific focus on highlighting the potential of sustainable blockchain networks in enabling secure and transparent tracking of these practices. Finally, the paper sheds light on pertinent research challenges and provides a roadmap of future directions, stimulating further research in this promising field.

A Theory of Mental Frameworks

Problem-solving skills are highly valued in modern society and are often touted as core elements of school mission statements, desirable traits for job applicants, and as some of the most complex thinking that the brain is capable of executing. While learning to problem-solve is a goal of education, and many strategies, methodologies, and activities exist to help teachers guide the development of these skills, there are few formal curriculum structures or broader frameworks that guide teachers toward the achievement of this educational objective. Problem-solving skills have been called "higher order cognitive functions" in cognitive neuroscience as they involve multiple complex networks in the brain, rely on constant rehearsal, and often take years to form. Children of all ages employ problem solving, from a newborn seeking out food to children learning in school settings, or adults tackling real-world conflicts. These skills are usually considered the end product of a good education when in fact, in order to be developed they comprise an ongoing process of learning. "Ways of thinking" have been studied by philosophers and neuroscientists alike, to pinpoint cognitive preferences for problem solving approaches that develop from exposure to distinct models, derived from and resulting in certain heuristics used by learners. This new theory paper suggests a novel understanding of the brain's approach to problem solving that structures existing problem-solving frameworks into an organized design. The authors surveyed problem-solving frameworks from business administration, design, engineering, philosophy, psychology, education, neuroscience and other learning sciences to assess their differences and similarities. This review lead to an appreciation that different problem-solving frameworks from different fields respond more or less accurately and efficiently depending on the kinds of problems being tackled, leading to our conclusion that a wider range of frameworks may help individuals approach more varied problems across fields, and that such frameworks can be organized in school curriculum. This paper proposes that explicit instruction of "mental frameworks" may help organize and formalize the instruction of thinking skills that underpin problem-solving-and by extension-that the more such models a person learns, the more tools they will have for future complex problem-solving. To begin, this paper explains the theoretical underpinnings of the mental frameworks concept, then explores some existing mental frameworks which are applicable to all age groups and subject areas. The paper concludes with a list of five limitations to this proposal and pairs them with counter-balancing benefits.

Inserting an Erroneous Element in the Answer Key of Grouped Team Readiness Assurance Test in Team-Based Learning: A Randomized Controlled Trial in Clinical Toxicology

Purpose

Team-based learning (TBL) is an interactive instructional strategy designed to enhance student engagement. Few studies reported that TBL needs to be more interactive, concerns were raised regarding the insufficient instructor feedback, and students feel that TBL gets less attractive with time. One method of boosting students' interaction and performance is adding an element of challenge or positive stress. Therefore, we hypothesized that inserting an erroneous answer in the answer key would generate an observable improvement in the selected outcomes in terms of better satisfaction, interaction, interest in learning, better academic performance, and better development of competencies compared to traditional TBL.

Methods

This randomized controlled trial aimed to determine if inserting an erroneous element in the answer key of a grouped team readiness assurance test (GRAT) would update TBL and whether this intervention would enhance students' performance and satisfaction.

Results

A total of 55 medical students were recruited (88.7% response rate). Erroneous elements were inserted in the answer key of the experimental group and students enrolled in traditional TBL were considered as controls. Compared to the control group (p < 0.001), the experimental group revealed significantly higher academic performances in GRAT and team evaluation test (TET). Analysis of students' perception of the implemented TBL revealed better perception among the experimental group (33.7 ± 6.4) than the control group (30.1 ± 7.0). Moreover, significantly higher team dynamics were reported among the experimental group than the control group (33.0 ± 6.3 and 27.8 ± 7.6 for both groups, respectively; p = 0.005). The reported advantages were in-depth understanding, easier information retrieval, and development of problem-solving skills. Students considered time and effort as their main limitations.

Conclusion

Adding a few erroneous answers in the GRAT is well perceived by students, enhances their learning competencies and overcomes some TBL challenges.