How to Make Hints on Learning Platforms and Apps Truly Useful

Contents:

• What types of hints are there in the digital environment?
• Do hints contribute to academic performance?
• Which hints work better and which worse?
• How to properly implement hints in the digital educational environment.

Educational hints are a key element of the student support system on digital educational platforms. This tool significantly facilitates the learning process, helping users navigate the educational material. Hints supplement and clarify task instructions, guide students through errors and difficulties, and enhance motivation and engagement. They can be implemented in both simple learning management systems and more complex adaptive learning platforms using artificial intelligence. Furthermore, instructional hints are found in virtual and augmented reality simulators and trainers, as well as in game-based educational platforms. Thus, they play a crucial role in creating an effective educational environment that fosters successful learning. Hints play a vital role in achieving educational outcomes. However, to be most effective, several key aspects must be considered when designing them for digital environments. A meta-analysis conducted by researchers from Georg-August-University of Göttingen in Germany provides a deeper understanding of how to effectively use hints in instruction. The study identified important factors that contribute to the effectiveness of learning using hints.

What are the types of hints in the digital environment?

After analyzing scientific publications on this topic, the researchers developed a classification of hints based on four key parameters. This classification allows for a deeper understanding of the various aspects and characteristics of hints, which may be useful for further research and practical application in the relevant fields.

Hints can be classified into three types depending on their content and focus. The first type includes hints focused on providing factual information, which help users quickly find the data they need. The second type includes recommendations aimed at solving specific problems or tasks, making them particularly useful for users seeking practical advice. The third type focuses on inspiration and motivation, providing users with ideas and new perspectives. Each of these types of prompts plays an important role in creating a valuable user experience and can significantly increase audience engagement.

• Cognitive prompts are aimed at supporting cognitive processes—solving learning problems and processing information by the student. Example: “One of the answers is incorrect. Check your solutions to the examples below. Write each answer as a whole number or a fraction.”
• Metacognitive prompts activate the skills of self-monitoring, goal setting, independent planning, and self-evaluation. Example: “Before you begin studying the course materials, read their overview.”
• Non-cognitive prompts help students manage their learning motivation and encourage them to continue completing the course. Example: “Remember the goals you set for yourself at the very beginning, and that effort always bears fruit!”

The prompt mechanism can be adapted for different groups of students depending on specific conditions or used for all students. This adaptation allows teachers to more effectively support the learning process, taking into account the individual needs and level of preparation of students, which contributes to better assimilation of the material. The use of adaptive prompts can increase student motivation and improve learning outcomes by providing the necessary assistance depending on the situation.

• Prompts for all students are most often universal and worded in exactly the same way.
• Prompts for a group of students - when the provision of prompts and their content depend on the characteristics of groups of students or their actions. For example, the wording of the prompts themselves varies depending on the gender of the user of the learning platform, or when prompts are received only by those who have entered the platform for the first time and have not yet figured out how everything works.
• Prompts for a specific student - individual for each student, depending on their characteristics and behavior in the learning process. These are possible only on platforms with a high degree of adaptability.

There are two main categories of prompts that are distinguished by this parameter.

• Time-based. They appear at a time scheduled by the methodologist. For example, before the student begins a task, during it, or after it's completed.
• Action-based. This is when the user can independently invoke a hint by clicking on the corresponding interface element. Or the system analyzes his actions and displays hints under specified conditions - for example, when the student opens a new topic, watches a video lecture, gives the right or wrong answer to a question.

Cues can be classified into two main types depending on their wording.

• General cues are not tied to specific learning content and contain general phrases that are applicable in a broad context. For example: "What key ideas do you think are contained here?"
• Specific cues are directly related to the learning material the student is working with. For example: "Is this problem really solved by multiplication?"

Cues can take a variety of forms. This diversity allows information to be tailored to the different needs of users, improving their engagement with the content. Effective cues can include text explanations, visual elements such as images or graphs, and interactive elements that promote deeper understanding of the topic. Different formats for presenting hints help ensure more complete perception and assimilation of information, which in turn has a positive impact on user experience and search engine optimization.

• Text prompts are minimalist and non-interactive.
• Multimedia prompts contain images, audio, or video, and often include a multiple-choice question.

Do Prompts Prompt Academic Performance?

As part of their meta-analysis, the researchers formulated several key goals. The main objective was to analyze the existing data in detail and identify general trends in the studied area. They also aimed to determine the influence of various factors on the research results, which would provide a more complete understanding of the topic. An important aspect was to compare the different methodological approaches used in the studies to identify their strengths and weaknesses. Additionally, the researchers aimed to identify directions for future research that could advance the field.

• to determine how prompts impact student performance in a digital learning environment;
• to determine whether the effectiveness of prompts depends on their content, degree of adaptability, conditions of receipt, wording, and method of presentation;
• to formulate practical recommendations for implementing prompts in learning in a digital environment.

The authors selected 68 English-language studies that focused on the impact of prompts in a digital learning environment. All studies were conducted using control groups and involved participants of varying ages, including high school students, college students, and adult learners with an average age of 25. The performance of the participants in these studies was assessed using tests, which provided objective data on the impact of prompts on learning outcomes.

Data analysis revealed that participants in the experiments who received prompts during study demonstrated higher scores on subsequent tests compared to those who studied without support. This indicates a significant role of prompts in the learning process and improved assimilation of the material.

The results of the studies showed that prompts had a positive impact on academic achievement. The effect found by the scientists was moderate in magnitude, but still significant. However, the influence of prompts was uneven, which requires further study.

Which prompts work best and which worse

Studies have shown that the effectiveness of prompts varies depending on their type, target audience, and learning content. The authors of the meta-analysis delved deeper into these factors and revealed interesting results. These data can be useful for optimizing educational programs and increasing their effectiveness. Understanding which cues work best for different groups of learners and under what conditions can significantly improve the learning process and make it more effective.

Cognitive, metacognitive, and noncognitive cues do not significantly differ in their impact on learning outcomes. All three types of cues moderately contribute to improved performance. Researchers note that although each type of cues focuses on different aspects of learning, their impact is consistent. They help learners manage their attention and process information more effectively, which ultimately contributes to better learning.

Research shows that motivational cues can enhance the impact of different types of cues on learners. Engaged learners are more likely to focus their attention on cognitive and metacognitive cues, which increases the likelihood of their completion. However, further research is needed to understand this phenomenon in more detail.

Reading is an important aspect of our lives, which helps to develop thinking and broaden horizons. Spend time with books, articles, and other sources of information to enrich your knowledge and improve your skills. Reading not only promotes self-development but also helps you understand the world around you and improves your communication skills. Take the opportunity to delve into various topics and explore new ideas to become a more informed and educated person.

Metacognition Methods: How to Teach Children and Adults Independent Learning Skills

Metacognition is the awareness and management of one's own learning processes. It is an important aspect that allows both children and adults to effectively acquire new knowledge and skills. Understanding metacognition methods can significantly improve the learning process and increase students' independence.

One of the key methods of metacognition is self-reflection. It involves reflecting on one's own learning habits and styles, allowing one to identify strengths and weaknesses. Students should ask themselves questions about how they learn, what helps them remember information, and which methods are most effective.

Another important aspect is setting goals. Clearly defined goals help focus on the learning process and track progress. This can include both short-term and long-term goals, which helps increase motivation and accountability.

Self-regulation skills should also be developed. This involves planning the learning process, monitoring their progress, and adjusting approaches as needed. Teachers and parents can support students in this by offering strategies and tools for effectively managing time and resources.

Furthermore, it is important to develop critical thinking. Students should learn to analyze information, draw conclusions, and apply their knowledge in practice. This promotes a deeper understanding of the material and improves problem-solving abilities.

The use of technology can also be an important tool in learning. Various online resources and apps support the development of metacognitive skills by offering interactive activities and opportunities for self-assessment. Integrating metacognitive methods into the educational process will help create a more effective and productive learning environment for both children and adults. These skills not only facilitate the acquisition of new knowledge but also build self-confidence and a desire for lifelong learning.

A meta-analysis has shown that personalized prompts tailored to specific groups of students and based on their actions are more effective than generic, timed prompts. While current data supports the effectiveness of individualized prompts, more data is needed to draw definitive conclusions. A personalized approach to instruction allows for better tailoring to the needs and characteristics of each student, which in turn leads to improved learning outcomes.

Research shows that effective prompts function like carefully designed scaffolding. They provide support to students without restricting their independence and act as a safety net when difficulties arise. Such assistance is provided only to those who truly need it. At the same time, non-personalized prompts can be distracting and frustrating for those successfully completing a task. Therefore, it is important to create adaptive and targeted prompts that meet the individual needs of students, which promotes deeper learning and increases learning effectiveness.

Research shows that the effectiveness of prompts for learning varies depending on the age of the student. The most significant positive effect is observed among high school students. Among university students, this effect is significantly reduced, and among working adults, it is even lower. Interestingly, the results of two studies involving people aged 55-70 years even demonstrated a negative impact of prompts on their learning outcomes. The researchers suggest that this is due to the high digital literacy of adolescents and young adults. At the same time, as students age, they are more likely to lack the experience and skills to effectively use prompts on digital platforms.

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Personalization of education is an approach that aims to adapt the learning process to the individual needs and interests of each student. This method takes into account the unique characteristics of students, their learning style, and the pace at which they learn. Personalized learning can include the use of technology, such as online courses and educational platforms, which provide access to resources at a convenient time and in a convenient format.

The essence of personalization of education is the creation of individual curricula and programs that align with the goals and interests of students. This approach promotes deeper immersion in the material and increases motivation for learning. In addition, it allows for better tracking of each student's progress, which makes it possible to make timely adjustments to the learning process.

Personalization of education is becoming especially relevant in the context of digitalization, when educational resources are becoming more accessible and technology allows for a personalized approach on a large scale. The introduction of personalized learning in educational institutions is contributing to the creation of a more flexible and effective education system that is prepared to meet the challenges of the modern world. General prompts, not tied to specific learning tasks, have proven less helpful than specific recommendations. However, research shows that students benefit most when both types of prompts are used in digital learning. A combination of general and specific instructions promotes more effective learning and improves learning outcomes. Research shows that different types of prompts complement each other in learning, performing unique functions. General prompts do not provide explicit instructions, but they help the platform user recognize that their actions may be incorrect and also guide them toward certain thinking strategies and behaviors. Specific prompts, in turn, focus on the specifics of the learning content, promoting the recall of relevant information and emphasizing key points. The result is a synergistic effect that activates students' self-regulation skills and enables them to find the right solutions. This approach to learning significantly improves learning efficiency and fosters critical thinking. Combining different types of prompts allows for the needs of students with varying levels of experience to be addressed. Experienced students can get by with general recommendations, while those less experienced require more specific guidance. Personalized and tailored prompts contribute to improved academic performance and learning efficiency, making them an essential tool in the educational process.

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Research has shown that prior knowledge increases, rather than reduces, cognitive load. This finding challenges traditional ideas about the role of prior experience in learning and information comprehension. Scientists have found that prior knowledge can lead to more complex information processing as a person attempts to integrate new information with existing knowledge. This can cause additional stress and increase cognitive costs. Therefore, it is important to consider the level of prior knowledge when developing educational programs and teaching approaches to optimize the process of assimilation of new information and reduce cognitive load.

A meta-analysis has shown that prompts are the most effective tool in teaching social and technical sciences. Participants studying natural science materials showed less benefit from the use of prompts. This points to the need to adapt teaching methods depending on the subject area, which can improve the effectiveness of the educational process.

Research suggests that students and adults studying in the social and technical sciences may have more advanced digital skills, which contributes to their ability to effectively work with prompts. Possible reasons for this phenomenon may lie in the structure of the educational content of various disciplines or in teaching methods. The authors of the analysis note that further research is needed to confirm these hypotheses.

The difference between simple text and multimedia cues was insignificant, but multimedia cues were less effective. Simple text cues ultimately provided more benefit. This result was unexpected for the researchers, who relied on Mayer's principles of multimedia learning. According to these principles, information is more easily perceived when it is presented both in text and as visual images. Contrary to expectations, text cues demonstrated superior effectiveness, highlighting the importance of choosing the format of information presentation in learning.

The research showed that the multimedia cues used in the meta-analysis were not designed with Mayer's principles in mind. This means that methodologists and designers may have created cues based solely on their own perceptions, without regard for evidence-based recommendations. If cues were created in violation of principles such as redundancy and coherence, they could not only fail to help platform users but also become an additional cognitive load, distracting them from the main task. This approach can negatively impact information comprehension and retention, highlighting the importance of adhering to multimedia design principles to enhance their effectiveness.

According to the principle proposed by Richard Meier and Roxana Moreno, the optimal use of multimedia elements in teaching should include only as much visual and audio material as is necessary for effective comprehension, avoiding redundancy. This will improve understanding and assimilation of the material, and also increase the overall effectiveness of the educational process.

How to Properly Implement Prompts in a Digital Educational Environment

Based on the meta-analysis, the researchers presented a number of recommendations for designing learning in a digital environment. These recommendations will help create effective and adaptive educational programs that contribute to improved learning outcomes. It is important to consider the diversity of methods and approaches that can increase student engagement and improve material acquisition. Effective use of technology and the integration of interactive elements into the learning process can significantly enhance the quality of the educational experience. Addressing individual student needs and adapting content to different learning styles are also key aspects of successful digital learning. Implement prompts that are linked to student actions and targeted to specific audience groups. Use student performance data or previous experience to tailor prompts to their level of prior knowledge. Combine general and specific prompts, using them depending on the learning objectives and student prior knowledge. Keep prompts brief and concise. Avoid information noise, such as unnecessary media content (simply for the wow effect or aesthetics) and calls to action, to avoid increasing cognitive load.

Research shows that developing and implementing a support system that responds to student behavior is an expensive and technically complex process. To save money, experts recommend abandoning the creation of multimedia prompts and using simpler text options. This approach can reduce costs and simplify implementation while providing the necessary support for students.

Many experts emphasize the importance of personalizing learning using artificial intelligence. In the coming years, we can expect technologies in this area to become simpler, more accessible, and more cost-effective. This will open up new opportunities for adapting the educational process to the individual needs of students, improving the quality of learning and increasing its effectiveness. Personalized learning with AI will take into account the unique characteristics of each student, which, in turn, will lead to better results and deeper assimilation of the material.

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