Editing Metacognition (section)

== '''Conclusion''' ==
Metacognitive abilities significantly enhance and improve individuals' awareness while learning <ref> Welter, V. D. E., Becker, L. B., & Großschedl, J. (2022, May 5). Helping Learners Become Their Own Teachers: The Beneficial Impact of Trained Concept-Mapping-Strategy Use on Metacognitive Regulation in Learning. Education Sciences, 12(5), 325. https://doi.org/10.3390/educsci12050325 </ref>. Hence, learning designers need to ensure the integration of metacognition without adding strain or overshadowing, instead supporting individuals in self-reflecting to be better learners. One way is to align metacognitive strategies with learning tasks, especially for procedural and conditional knowledge <ref> Stanton, J., Sebesta, A., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 1–7.
https://doi.org/10.1187/cbe.20-12-0289) </ref>. Additionally, identifying strategies that students need to select and how to use them, especially given differences in how individuals can enact the same learning strategies. Next, it would be necessary to understand the standards of self-evaluation individuals hold during metacognitive processing and ideate solutions, especially for students who do not want to confront what they don’t know. Finally, it is vital to leverage the effect of ability, motivation, and skill on metacognition while integrating it into learning design