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 present study set out to delineate to what extentfive intermediate learners engaged in structuring and problematizing scaffolding in two writing tasks. The study aimed at illuminating how the participants engaged with structuring and problematizing scaffolds cognitively, behaviorally, and affectively.  Learners’ written essays, think-aloud protocols, and interviews shaped the data sources w...

In order to give assertive support, robots need understand the cognitive and emotional characteristics of learners while in learning process. Also, if task involves handling capacity, must have similar skills. Three concepts were explored control robot’s behavior: psychological flow theory, scaffolding pedagogic strategy, multiagents-software paradigm. Based on these concepts, Human-Robot Scaff...

abstract the role of efl lecturers’ first language (l1) in the efl courses has been an ongoing debate. a monolingual approach to efl suggests that the use of the target language solely in foreign language (fl) classroom improves learning of the target language. accordingly, the purpose of the present study was to investigate the attitude of iranian lecturers and efl learners towards using l1 as...

Touch screen storybooks turn reading into an interactive multimedia experience, with hotspot-activated animations, sound effects, and games. Positive and negative effects of reading multimedia stories have been reported, but the underlying mechanisms which explain how children's learning is affected remain uncertain. The present study examined the effect of storybook format (touch screen and pr...

Cognitive training often utilizes game-like motivational features to keep participants engaged. It is unclear how these elements, such as feedback, reward, and theming impact player performance during training. Recent research suggests that motivation and engagement are closely related to improvements following cognitive training. We hypothesized that training paradigms featuring game-like moti...

The purpose of this study was to examine the impact of a problem-based hypermedia learning environment on sixth graders’ performance and attitudes. We were interested in finding the ways hypermedia technology could be used as cognitive tools to share the responsibilities of teachers to provide necessary scaffolding to support students’ learning in a problem-based learning (PBL) environment. Of ...

This study examined the effect of the ZPD-based discourse scaffolding on EFL learners' co-construction of L2 metadiscourse performing collaborative writing tasks and explored the discourse scaffolding dynamics. The participants were 160 EFL students that were assigned to four different treatment conditions: (i) formal teaching, (ii) input enhancement, (iii) non-ZPD interaction, and (iv) ZPD-bas...

The present study aimed at investigating the effect of peer and teacher scaffolding through a process approach in a technology-enhanced environment on vocabulary learning among high and low self-regulated learners. Participants of the study were 120 English as a Foreign Language (EFL) learners who were selected based on their scores on a sample copy of the Oxford Placement Test (OPT). T...