These are relevant areas to draw upon for two reasons. We pull from several research domains, including verbal learning, multimedia learning, and spatial learning, to broadly cover the theoretical perspectives relevant to this novel research area. With this review, we aim to provide a roadmap for future researchers interested in systematically investigating metacognition’s role in EL. As such, we are unaware of any review papers that describe the potential role of metacognition during EL or what to consider when conducting such research. Only a handful of studies have explored metacognition in EL (Hegarty et al., 2012 Schwartz et al., 2004 Stevens & Carlson, 2016, 2019 Tenbrink & Salwiczek, 2016). With these considerations, we explain how these characteristics should guide theoretical and methodological approaches to understanding metacognition’s role in EL. To understand how metacognitive processes can scaffold EL, we first highlight important EL characteristics. In the present review, we provide support for the notion that metacognition may aid EL, with the critical caveat that to promote such gains, both ecological and methodological considerations must be weighed. Yet, the beneficial role of metacognition for complex environment learning (EL) is only of recent interest. Findings also suggest metacognition contributes to accurate mental model development during multimedia learning (Azevedo & Hadwin, 2005 Cuevas et al., 2002, 2004 Schwartz et al., 2004 Scott & Schwartz, 2007). Analogous laboratory-based studies inform how metacognition impacts verbal learning, potentially by influencing people’s learning goals (Janes et al., 2018) and how they attend to (Mitchum et al., 2016) or encode information (Double et al., 2018 Myers et al., 2020). This scenario is a classic account of how metacognition plays a regulatory role during word pair learning. For example, if the student thinks themself unlikely to remember that vélo means bike (monitoring), they might choose to restudy (control) this vocabulary pair. In the present review, we describe monitoring as one’s awareness of their own cognitive ability and learning success, while control consists of actions taken to modify the cognitive state and learning process in some way. Metacognition consists of monitoring and control (Nelson & Narens, 1990, 1994). This exemplifies a metacognitive judgment known as a judgment of learning (JOL). When looking at bike, they consider the likelihood of remembering vélo on the examination. They review pairs of translated words, such as bike– vélo. Imagine a student is studying for an upcoming French vocabulary examination. In summary, to effectively investigate how metacognition impacts EL, both ecological and methodological considerations need to be weighed. Specifically, researchers should: (1) instantiate EL goals to impact learning, metacognition, and retrieval processes, (2) prompt learners to make frequent metacognitive judgments and consider metacognitive accuracy as a primary performance metric, and (3) incorporate insights from both transfer appropriate processing and monitoring hypotheses when designing EL assessments. With these considerations, we provide three methodological recommendations for investigating metacognition during EL. In doing so, we describe how task demands and learning motivations inherent to EL should shape how metacognition is explored. Namely: (1) EL is a complex process that unfolds sequentially and is thereby enriched with multiple different types of cues, (2) EL is inherently driven by a series of ecologically relevant motivations and constraints, and (3) monitoring and control interact to support EL. We highlight three critical considerations about EL. Here, we use traditional metacognitive theories and approaches as a foundation for a new examination of metacognition in EL. However, traditional metacognitive theories and methodologies were not developed with EL in mind. In this paper, we examine the possibility of leveraging metacognition to support EL. Yet, the relationship between metacognition and EL is understudied. When navigating, we monitor environment information to judge our likelihood to remember our way, and we engage in control by using tools to prevent getting lost. Metacognition plays a role in environment learning (EL).
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