You are here:

An Adaptive Scaffolding E-Learning System for Middle School Students' Physics Learning
ARTICLE

Australasian Journal of Educational Technology Volume 30, Number 3, ISSN 1449-5554

Abstract

This study presents a framework that utilizes cognitive and motivational aspects of learning to design an adaptive scaffolding e-learning system. It addresses scaffolding processes and conditions for designing adaptive scaffolds. The features and effectiveness of this adaptive scaffolding e-learning system are discussed and evaluated. An experiment was conducted within the domain of velocity and acceleration. The results revealed that the adaptive scaffolding system appeals to students and promotes improved performances and motivational outcomes. Specifically, the results suggested that learners with lower levels of knowledge who possessed extrinsic motivation benefited the most from the adaptive scaffolds. The implications of the design guidelines for developing personalized, adaptive scaffolding e-learning systems are discussed, and future research directions are recommended.

Citation

Chen, C.H. (2014). An Adaptive Scaffolding E-Learning System for Middle School Students' Physics Learning. Australasian Journal of Educational Technology, 30(3), 342-355. Retrieved October 19, 2019 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords