Prior Knowledge and Integrated Metacognitive Support in Hypermedia Learning: Effects on Self-Regulated Learning Processes and Outcomes

Abstract

Hypermedia learning environments place high demands on learners’ self-regulation, yet many learners struggle to plan, monitor, and evaluate their understanding. This study examined whether integrated metacognitive support improves self-regulated learning (SRL) processes and learning outcomes, and whether these effects differ by learners’ prior knowledge. A 2 × 2 between-subjects design was used with 103 undergraduates learning about the human circulatory system in hypermedia learning environments. Participants were randomly assigned to an integrated metacognitive support condition or a control condition, and prior knowledge was measured before learning. Results showed that integrated metacognitive support significantly increased planning, monitoring, rehearsal, elaboration, and organization, and improved retention, comprehension, overall post-test scores, and proportional learning gains. Prior knowledge did not moderate support effects on SRL strategy frequencies, but process analyses revealed distinct SRL patterns across prior knowledge groups. In particular, the support helped learners with low prior knowledge shift toward a more adaptive regulatory pattern, while mainly strengthening the existing regulatory pattern among learners with high prior knowledge. Learners with low prior knowledge also benefited more from integrated support in comprehension and overall post-test scores. These findings indicate that integrated metacognitive support can strengthen SRL in hypermedia environments, particularly for learners with limited prior knowledge. Importantly, the results suggest that these effects extend beyond strategy use to learning processes during hypermedia learning. Accordingly, metacognitive scaffolds in hypermedia learning systems should be designed with learners’ prior knowledge in mind.