Abstract—Optimal learning environment highly depends on aptitude treatment interaction. Even though ICT (Information and Communication Technologies) advancement supports knowledge sharing platforms including e-learning and multimedia, designing of learning content in such platforms relies on the aptitude treatment interaction to sustain a learner-centric environment. However, achieving the optimal learning environment in e-learning platform is still a challenge due to variation of learner's skills and abilities to both learning process and learning content. This makes difficulties in monitoring learner’s cognition states and quality of learning content. To overcome the difficulties, in this study, a learner-centric metacognitive experiences based approach has been proposed (e-learning Prior Knowledge Assessment System-ePKAS), ePKAS is supporting the detection and evaluation of learners’ prior knowledge profiles in turn to enable monitoring of learners’ cognition states and adaptation of cognitive states in to e-learning platforms based on visual contact. The study has investigated students’ reactions to multimedia content based on their past experiences. The results show that students respond more attentively and accurately (93%) to the learning content that is closely related to their past experiences. Scope of this study based on visual contact in order to support the involvement of people with hearing impairment in e-learning platforms.
Index Terms—E-learning, cognition, aptitude treatment interaction, metacognitive experiences, memory retrieval, multimedia, long-term memory, cognitive structure.
The authors are with the Shibaura Institute of Technology, Japan (e-mail: firstname.lastname@example.org, email@example.com).
Cite: Othmar Mwambe and Eiji Kamioka, "Utilization of Learners’ Metacognitive Experiences to Monitor Learners’ Cognition States in e-Learning Platforms," International Journal of Information and Education Technology vol. 9, no. 5, pp. 362-365, 2019.