We present a methodology for designing better learning environments. In Phase 1, 6th-grade students’ (n = 223) prior knowledge was assessed using a difficulty factors assessment (DFA). The assessment revealed that scaffolds designed to elicit contextual, conceptual, or procedural knowledge each improved students’ ability to add and subtract fractions. Analyses of errors and strategies along wit...

In this paper, we discuss lessons learned from an evaluation of the EACoach, an Intelligent Tutoring System that aims to foster meta-cognitive skills during analogical problem solving. The evaluation of the EA-Coach demonstrated that overall, it is effective in its pedagogical approach, but that there are instances where its scaffolding for meta-cognition is too subtle. We discuss implications ...

The gap between known benefits of socio-constructivist pedagogies to online instruction, and schoolteacher practices has been widely documented. To better understand the gap this research characterizes the range of schoolteachers’ online practices and the relation between their pedagogical perceptions and these practices. Two groups of teachers were studied: Novices and leaders in online instru...

Tutoring systems are a common tool for delivering educational content and recent advances in this field include the detection of and reaction to learners’ motivation. A data set derived from interactions in a tutoring system and its motivationally-aware variant provided opportunities to discover patterns of behavior in connection with motivational feedback. The data collected consists of indivi...

This paper presents the Smiley Model as a framework for designing engaging learning experiences in games. In a design-based research project, student game designers learned inside a gamified learning design while designing and implementing learning goals from curriculum into small digital games. Project participants were adult students in an upper secondary general education program. The Smiley...

Abstract Teacher scaffolding is crucial to promote students’ cooperative learning processes, but little known about the cognitive attention underlying teachers’ behavior. This study aims investigate behavior teachers exhibit while intervening in and explore relation between visual perception when applying supportive strategies. Four secondary China were studied during mathematics lessons using ...

although filling the gap in reading comprehension gained momentum with the rise of the top-down approach, vygotsky’ concept of scaffolding and the dual code  theory provided a strong support for the use of paratext to enhance comprehension. scaffolding is dependent on other-regulation, one type of which is object-regulation. from this vantage-point, various types of paratext can function as sou...

"That [fundamental] task [of UNESCO] is to help the emergence of a single world culture, with its own philosophy and background of ideas, and with its own broad purpose. This is opportune, since this is the first time in history that the scaffolding and the mechanisms for world unification have become available, and also the first time that

Children begin to emulate writing and what they see around them at a very early age (Byington & Kim, 2017). The simple scribbles produce are representations of complex cognitive processes occurring. constant scaffolding which medical students experience can be compared the process children participate in when doodle, this could aiding visualize efficiently create concept maps as adults lear...