Akademik Veri Yönetim Sistemi
Journal of Computer Assisted Learning, cilt.42, ss.1-30, 2026 (SSCI)
Background: Informal science learning environments, such as science centres, provide unique opportunities for students to engage in conceptual understanding through interactive and multimodal experiences. However, without structured support, student engagement may remain superficial in those environments. To help students engage in activities in science centres, such support can be provided through metacognitive regulation activities that play important roles in promoting deeper learning. Although these internal processes are difficult to observe, eye-tracking technologies and metacognitive-focused worksheets (MoWs) may offer promising ways to externalise and analyse students' self-regulatory strategies in real-world settings.
Objectives: This study aimed to explore how MoWs in combination with mobile eye-tracking technology support and monitor metacognitive engagement and conceptual understanding of 7th grade students during collaborative learning in science centres. The study focused on three scientific topics: work and energy, mirrors and light absorption and the solar system and beyond.
Methods: Using a multiple case study design, data were collected from 72 seventh grade students participating in peer-to- peer collaborative learning sessions at two different science centres. Data sources included recordings from eye-tracking sessions, video observations and student-generated responses on MoWs. A multimodal data triangulation approach was used to identify metacognitive behaviours aligned with the orientation, planning, monitoring and evaluating phases. Coding schemes were developed and refined through iterative analysis of gaze data, verbal discourse and behavioural indicators.
Results: The findings suggest that MoWs can support students in these specific settings to activate prior knowledge, plan in real time and collaboratively monitor and evaluate their own learning. Monitoring was the most frequently observed metacognitive behaviour, followed by orienting and evaluating. Eye-tracking data revealed shared patterns of visual attention, gaze synchronisation and strategic information processing during collaboration. Students' correct use of scientific concepts also varied across subjects. The highest accuracy was observed in the solar system and beyond unit, while the highest misunderstandings were found to be related to mirrors and light absorption.
Implications: This study demonstrates the value of integrating MoWs and eye-tracking technology as learning and analytical tools to support and analyse students' metacognitive regulation in informal learning settings. The findings provide practical insights for designing structured yet flexible learning activities that encourage deeper cognitive engagement and promote conceptual understanding in science education. The study also attempts to make a methodological contribution to the field by proposing a gaze-based framework for assessing metacognitive processes in authentic, collaborative learning environments.