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Publication year
2012Source
Computers & Education, 59, 2, (2012), pp. 515-523ISSN
Publication type
Article / Letter to editor

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Organization
SW OZ BSI OLO
SW OZ BSI OE
Journal title
Computers & Education
Volume
vol. 59
Issue
iss. 2
Page start
p. 515
Page end
p. 523
Subject
Learning and PlasticityAbstract
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.
This item appears in the following Collection(s)
- Academic publications [227436]
- Electronic publications [107268]
- Faculty of Social Sciences [28417]
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