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Dynamic scaffolding of socially regulated learning in a computer-based learning environment
ARTICLE

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Computers & Education Volume 59, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The aim of this study is to test the effects of dynamically scaffolding social regulation of middle school students working in a computer-based learning environment. Dyads in the scaffolding condition (N=56) are supported with computer-generated scaffolds and students in the control condition (N=54) do not receive scaffolds. The scaffolds are dynamically adjusted to dyads’ progress with an attention management system. The scaffolds support two aspects of socially regulated learning namely the metacognitive and cognitive activities. We analyzed the effects of dynamic scaffolding on dyads’ performance, their perception of the learning environment and students' knowledge acquisition. We found that scaffolding had a positive effect on the dyads’ learning performance, but did not affect students’ domain knowledge. The repeated measurements of perception of the learning environment showed that dyads in the experimental condition were more positive about their teachers and their collaborators than students in the control condition. With respect to their perception of the software and the 3D embodied agent delivering the scaffolds, we found a stronger decrease of appreciation over time in the scaffolding condition compared to the control condition.

Citation

Molenaar, I., Roda, C., van Boxtel, C. & Sleegers, P. (2012). Dynamic scaffolding of socially regulated learning in a computer-based learning environment. Computers & Education, 59(2), 515-523. Elsevier Ltd. Retrieved April 24, 2019 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2011.12.006

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