Dynamic Scaffolding of Socially Regulated Learning in a Computer-based Learning Environment

Share/Save/Bookmark

Molenaar, I. and Roda, Claudia and Boxtel van, Carla A.M. and Sleegers, P.J.C. (2012) Dynamic Scaffolding of Socially Regulated Learning in a Computer-based Learning Environment. Computers & Education, 59 (2). pp. 515-523. ISSN 0360-1315

[img]PDF
Restricted to UT campus only
: Request a copy
445Kb
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
Item Type:Article
Copyright:© Elsevier
Faculty:
Behavioural Sciences (BS)
Research Group:
Link to this item:http://purl.utwente.nl/publications/82028
Official URL:http://dx.doi.org/10.1016/j.compedu.2011.12.006
Export this item as:BibTeX
EndNote
HTML Citation
Reference Manager

 

Repository Staff Only: item control page

Metis ID: 280957