Metacognitive Ability Evaluation Based on Behavior Sequence of Online Learning Process

Online learning has become one of the important forms of current education. In the process of online learning, learners often have poor online learning effects due to their weak self-awareness and ability to regulate the cognitive process. Metacognition can help students recognize their own knowledge and skill levels, and monitor and adjust their own learning process, so as to achieve effective online learning. However, metacognition is not easy to observe and judge, how to model, analyze and evaluate learners’ metacognition, and make suggestions on teaching strategies, is a problem worthy of in-depth study. The learning behavior in the online learning process is basically a spontaneous behavior guided by metacognition, and its behavior sequence contains rich metacognitive monitoring and adjustment information. In this study, a metacognitive ability model based on the behavior sequences of online learning process is proposed. This model takes into account the impact of students’ cognitive level on behavior sequences, so as to fully extract the metacognitive features contained in the behavior sequences to realize the effective evaluation of metacognitive ability. Finally, the experiments were carried out on real data sets, and the results verified the effectiveness of the model.