How to Make Hints on Learning Platforms and Apps Truly Useful

Educational hints play an important role in the support system of students on digital educational platforms. This tool facilitates effective navigation through learning material, clarifies and supplements assignment instructions, helps resolve errors and difficulties, and increases student motivation and engagement. Hints can be implemented in both simple learning management systems (LMS) and complex adaptive learning systems using artificial intelligence. They are also widely used in virtual and augmented reality simulators and training systems, as well as in educational gaming platforms, making them a versatile tool for enhancing learning. Hints play a crucial role in achieving educational outcomes, especially in digital environments. A study conducted by researchers from Georg-August-University of Göttingen in Germany analyzes their effectiveness and offers important recommendations for designing instructional cues. For maximum effectiveness, several key factors should be considered. First, cues should be clear and specific to guide learners without unnecessary information. Second, it is important to adapt cues to the students' knowledge and skill level to ensure they are relevant and useful. Finally, it is necessary to consider the context in which prompts are used so that they promote active learning and engagement. These aspects will help to create more effective learning materials and improve educational outcomes.

What types of prompts are there in the digital environment?

Based on the analysis of scientific publications on this topic, the researchers developed a classification of prompts based on four key parameters. This classification allows for a better understanding of the structure and functionality of prompts, as well as their impact on information perception.

Prompt content can be classified into three main types depending on their content and target audience. Each of these types is aimed at achieving specific goals, which helps users find the information they need and solve their problems more effectively.

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 the solutions to the examples below. Write each answer as a whole number or a fraction."
Metacognitive cues activate self-monitoring, goal-setting, independent planning, and self-evaluation skills. Example: "Before you begin studying the course materials, review their overview."
Noncognitive cues 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 pays off!"

The cues mechanism can be adapted for different groups of students depending on their needs and level of preparation. This allows for an individualized approach to learning and increases the effectiveness of material acquisition. Cues can be useful for both beginners and more experienced students, as they promote a better understanding of topics and the improvement of skills. Using adaptive prompts in the educational process will help create a more inclusive and supportive learning environment.

Prompts for all students are most often universal and worded exactly the same.
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 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 based on this parameter.

Time-based. They appear at the time scheduled by the methodologist. For example, before the student begins a task, during the task, 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.

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

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

Hints can come in a variety of formats.

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

Do hints contribute to academic achievement?

The researchers set several goals for their meta-analysis.

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

Authors analyzed 68 English-language studies on the impact of prompts in digital learning environments. All studies were based on experiments with control groups and involved participants of various ages, including high school students, college students, and adult learners, with an average age of 25. The impact of prompts on participants' academic performance was assessed using tests, allowing conclusions to be drawn about the importance of using prompts in the educational process.

Data analysis demonstrated that participants in the experiments who received prompts during the learning process, on average, achieved better results in subsequent tests compared to those who studied without prompts. This demonstrates the importance of using supporting materials in the educational process to enhance learning effectiveness and improve information retention.

The studies showed that prompts had a positive impact on academic achievement. The effect identified by the scientists was moderate in magnitude, but still significant. It is important to note that this effect was not uniform.

Which prompts work best and which work worst

Research has shown that the effectiveness of prompts varies depending on their type, target audience, and learning content. The authors of the meta-analysis conducted an in-depth study of these factors and revealed interesting results. This underscores the importance of choosing appropriate prompts to achieve maximum effectiveness in educational processes.

Comparative studies of cognitive, metacognitive, and non-cognitive prompts show that there are no significant differences in effectiveness between them. All three types of prompts moderately contribute to improving learning outcomes. The researchers note that, despite the differences in the focus of each type on certain aspects of learning, their impact on the learning process is similar. These cues help students manage their attention and process information more effectively, which ultimately leads to deeper understanding of the learning material and improved academic performance.

Research shows that motivational cues can enhance the impact of other types of cues. For example, an engaged and highly motivated student is more likely to focus on cognitive and metacognitive cues and follow their recommendations. However, further research is needed to better understand this relationship.

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Metacognition Methods: Teaching Children and Adults Effective Learning Strategies

Metacognition is Awareness and management of one's own learning processes. It is important to develop metacognitive skills in both children and adults to enhance their ability to learn and adapt in a changing world. There are various methods that can help develop metacognition and improve learning outcomes.

One key method is reflection, which allows you to analyze your own thoughts and actions. Regular reflection helps identify strengths and weaknesses in the learning process. Another important method is setting clear goals. Formulating specific and achievable goals promotes more effective learning and increases motivation.

It is also useful to use metacognitive strategies such as planning, monitoring, and evaluation. These strategies help you approach the learning process consciously, choose the most appropriate methods, and evaluate their effectiveness. In addition, it is important to develop self-regulation skills, which allows you to control your time and resources during the learning process.

Metacognitive methods can be adapted for working with both children and adults. For example, games and interactive activities can make learning more engaging for children, while adults may prefer more structured approaches. Creating an environment that encourages open discussion and sharing of experiences is important, as this also promotes the development of metacognitive skills. By teaching metacognition, we help children and adults become more independent and confident in their abilities. This, in turn, opens up new opportunities for personal and professional growth. A meta-analysis found that personalized prompts tailored to the actions of specific groups of students are more effective than universal prompts based on a fixed time. This demonstrates the importance of an individualized approach to learning. However, more research and data are needed to draw more definitive conclusions about the possible increased effectiveness of individualized prompts. The researchers note that effective prompts function as a thoughtful support structure, providing students with the necessary assistance without restricting their independence. Such prompts are provided at the right time to those experiencing difficulties, providing timely support. It's important that hints be personalized, as general recommendations can be distracting and irritating to those successfully completing the task. A personalized approach to learning promotes deeper learning and increased student motivation.

Studies have shown that the effectiveness of prompts varies depending on the age of students. The most significant improvement in academic performance is observed among high school students. Among university students, the effect is reduced, and among working adults, it is even less pronounced. Interestingly, studies conducted with participants aged 55–70 have even demonstrated a negative impact of prompts on learning outcomes. Researchers attribute this phenomenon to the higher digital literacy of adolescents and young adults. As students age, they are more likely to lack the experience and skills needed to effectively use prompts on digital platforms.

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Personalization of education: concept and importance

Personalization Personalized education is an approach that focuses on the individual needs and preferences of each student. This method allows for the learning process to be tailored to each student's unique abilities, interests, and learning style. Instead of a traditional one-size-fits-all approach, which doesn't suit everyone, personalized education takes into account differences in students' learning pace, preparation level, and motivation.

A key aspect of personalization is that it helps create a more motivating and effective learning environment. Students have the opportunity to choose topics that interest them and shape their own learning path. This not only increases engagement but also promotes a deeper understanding of the material being studied.

Personalized education can include the use of technology, such as adaptive learning platforms, which analyze student progress and suggest relevant content. It is also important to involve teachers in the process so that they can provide the necessary support and guidance.

Thus, personalizing education is an important step towards creating a more effective and inclusive educational system that takes into account the individual needs of each individual.

Generically worded prompts, not tied to the specific context of the learning task, have proven less helpful than specific recommendations. However, research shows that students benefit most when both types of prompts are used in digital educational environments. This combination promotes deeper understanding of the material and improves learning outcomes.

Research shows that different types of prompts complement each other, performing unique functions. General prompts do not provide direct instructions, but help the platform user realize that they may be acting incorrectly or guide them toward a certain thinking strategy and behavior. Specific prompts, in turn, are focused on the specifics of the educational content, promoting the memorization of necessary information and emphasizing key aspects. The result is a synergistic effect that enables students to activate self-regulation skills and effectively search for solutions. This interaction between prompt types significantly improves the learning process and promotes a deeper understanding of the material. Combining different prompt types allows you to accommodate the needs of people with different levels of knowledge. Experienced students may benefit from general guidance, while less advanced students require specific instructions. Personalized and tailored prompts contribute to improved academic performance and help students better retain the material. This approach ensures more effective learning and skill development, making it an important tool in the educational process.

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Research shows that prior knowledge does not reduce, but rather increases cognitive load. This finding challenges the traditional notion that background knowledge facilitates the acquisition of new information. In settings where a person already has a knowledge base, additional information can create additional complexity and lead to cognitive overload. Therefore, it is important to consider that prior preparation does not always facilitate learning. This study highlights the need for a deeper understanding of learning mechanisms and cognitive load in order to develop effective educational strategies.

A meta-analysis showed that prompts are most effective in teaching social and technical subjects. Participants studying materials from the natural sciences demonstrated less benefit from the use of prompts. This suggests that learning approaches may vary depending on the specific content being studied, and different methods may be required for the natural sciences.

Research suggests that students and adult learners majoring in the social and technical sciences may have higher digital skills, which improves their ability to work with prompts. This may be due to both the specifics of the educational content in various disciplines and teaching methods. The authors of the analysis emphasize the need for further research to confirm these hypotheses.

The difference between text and multimedia cues was insignificant, but text cues were slightly more effective. This result was unexpected for the researchers, as they relied on Mayer's principles of multimedia learning, which state that information is more easily perceived when presented in both text and visual formats. Therefore, to optimize the educational process, it is important to consider that simple text cues may be more useful in certain contexts.

The studies found that the studies included in the meta-analysis lacked indications that multimedia cues were developed with Mayer's principles in mind. This means that methodologists and designers may have created cues based solely on their own ideas about what is "best," without regard for scientifically sound principles. If multimedia cues were developed in violation of principles such as redundancy and coherence, they could not only fail to help platform users but also become a source of additional cognitive load, interfering with information acquisition. Therefore, adhering to Mayer's principles is key to creating effective multimedia cues.

According to the guidelines proposed by Richard Mayer and Roxana Moreno, the optimal approach is to use multimedia elements in the right amount. This means including as many multimedia components as necessary to enhance the perception of information, while avoiding excessive amounts that could be distracting or hinder comprehension. The right balance of multimedia contributes to more effective learning and assimilation of material.

How to Properly Implement Hints in a Digital Educational Environment

Based on the results of the meta-analysis, the researchers developed a number of recommendations for designing educational programs in a digital environment. These recommendations will help create effective online courses that are tailored to the needs of students. It is important to consider the features of digital learning, such as interactivity, accessibility of materials, and user support. Applying these principles helps increase student engagement and improve learning outcomes in virtual environments.

Implement prompts that are linked to student actions and targeted to specific audience groups.
Use data on student performance or previous experience to tailor prompts to their level of prior knowledge.
Combine general and specific prompts, using each depending on the learning objectives and student prior knowledge.
Make prompts brief and concise. Avoid information noise, such as unnecessary media content (simply for the wow factor or aesthetics) and calls to action, to avoid increasing cognitive load.
Ensure that the target audience has the skills to learn in a digital environment, including working with prompts, or provide appropriate preparation before training (simply put, provide an introductory mini-briefing on how to use the platform and its prompts).

Researchers note that developing and implementing a support system that adapts to student behavior is an expensive and technically complex process. To reduce costs, they recommend abandoning the creation of multimedia prompts in favor of simpler text alternatives. This will allow for an effective response to student needs without significant financial investments and complex technical implementation.

Many experts emphasize the importance of personalizing learning, emphasizing the use of artificial intelligence. In the coming years, technologies in this area may become simpler, more accessible, and more cost-effective, which will open up new opportunities for an individual approach in the educational process.

How to Make Hints on Learning Platforms and Apps Truly Useful

Contents:

What types of prompts are there in the digital environment?

Do hints contribute to academic achievement?

Which prompts work best and which work worst

How to Properly Implement Hints in a Digital Educational Environment