Meta-cognitive-comics. An exploration of metacognition via metacomics

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School of Arts, Design and Architecture | Master's thesis
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Nordic Visual Studies and Art Education
The main aim of this thesis in to investigate how metacognition might be explored via metacomics. For that aim, the study explores the analogous definitions of both concepts using a case study, based on metacognitive experiences that are expressed in a collection of comics and metacomics. These experiences are based on the author of this thesis in the context of studying in a master’s program and living in Finland. The study is motivated by the idea that comics might contribute to education, particularly metacomics contributing to metacognition. The study uses arts-based research (ABR) as the main methodology and comics-based research (CBR) as a subordinate method. The holistic approach of ABR was used to explore evocative and metacognitive experiences, and CBR was used to emphasize the exploration of principles of comics over drawing skills. In this thesis, these methodological approaches are used to focus on a theoretical exploration and not on the validation of the artistic quality of the comics itself. The research process breaks down the definitions of metacognition and metacomics and explores their analogous components, which are awareness and regulation. In the case of metacognition, it achieves a cognitive goal and in the case of metacomics, it connects fiction and reality. In order to explore these two components, the case study was produced using two approaches of metacomics. As a result of the research process, this study suggests a model to explore metacognition via metacomics, this model is called meta-cognitive-comics. The model combines the definitions and components of both, metacognition and metacomics, using a metacognitive model. In addition, the components metacomics regulation and metacomics awareness are proposed. The suggested model consists of a feedback loop of information between metacognition and metacomics. This flow of information is expressed in a comic about a metacognitive experience and a metacomic about the mentioned comic. The purpose of this model is to investigate the research question of: how might metacognition be explored via metacomics? A limitation of this study is that it is based on an individual and autobiographical case study. Nevertheless, in addition to having a strong personal significance, this study might also be relevant to the field of art education and education in general because it suggests a model to explore the possible contribution of metacomics to metacognition. Further research could be undertaken to investigate this suggestion applied in a wider context, such as with a participatory group.
Tavin, Kevin
Thesis advisor
Tavin, Kevin
metacognition, metacomics, comics, arts-based research, comics-based research