How Does Sustaining and Interleaving Visual Scaffolding Help Learners? A Classroom Study with an Intelligent Tutoring System [Konferenzbericht] Paper presented at the Annual Meeting of the Cognitive Science Society (44th, 2022).

Autor/inn/en	Nagashima, Tomohiro; Ling, Elizabeth; Zheng, Bin; Bartel, Anna N.; Silla, Elena M.; Vest, Nicholas A.; Alibali, Martha W.; Aleven, Vincent
Titel	How Does Sustaining and Interleaving Visual Scaffolding Help Learners? A Classroom Study with an Intelligent Tutoring System [Konferenzbericht] Paper presented at the Annual Meeting of the Cognitive Science Society (44th, 2022).
Quelle	(2022), (8 Seiten)Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Visual Aids; Scaffolding (Teaching Technique); Intelligent Tutoring Systems; Problem Solving; Sustainability; Middle School Students; Algebra; Mathematics Skills; Skill Development + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Intelligentes Tutorsystem; Problemlösen; Nachhaltigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Integrating visual representations in an interactive learning activity effectively scaffolds performance and learning. However, it is unclear whether and how "sustaining" or "interleaving" visual scaffolding helps learners solve problems efficiently and learn from problem solving. We conducted a classroom study with 63 middle-school students in which we tested whether sustaining or interleaving a particular form of visual scaffolding, called anticipatory diagrammatic self-explanation in an Intelligent Tutoring System, helps students' learning and performance in the domain of early algebra. Sustaining visual scaffolding during problem solving helped students solve problems efficiently with no negative effects on learning. However, in-depth log data analyses suggest that interleaving visual scaffolding allowed students to practice important skills that may help them in later phases of algebra learning. This paper extends scientific understanding that sustaining visual scaffold does not over-scaffold student learning in the early phase of skill acquisition in algebra. [This paper was published in: "Proceedings of the 44th Annual Conference of the Cognitive Science Society," edited by J. Culbertson et al., Cognitive Science Society, 2022, pp. 1751-58.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01