A Meta-Analysis of the Scaffolding Effects of Question Prompts in Technology-Supported Learning Environments

• In Event: D&D - Technology Supported Learning Environments

Short Description

Research on the effects of question prompts as an instructional scaffold has been conducted in the past two decades; yet there is a lack of systematic review and analysis of the effects of question prompts on learning outcomes. This meta-analysis aimed at examining the impact of prompting on different types of learning outcomes. Preliminary analysis revealed that question prompts had stronger effects on cognition and problem-solving outcomes, but weaker effects on metacognition and other outcomes.

Authors

• Victor Law, University of New Mexico

• Kun Huang, University of North Texas Health Science Center

• Xun Ge, University of Oklahoma