The Impacts of Automatic Scaffolding on Students’ Acquisition of Data-Collection Inquiry Skills

• In Event: Roundtable Session 14
  In Roundtable Session: Advanced Technologies for Learning Roundtable

Abstract

We explore in this paper if automated scaffolding delivered via a pedagogical agent within a simulation can help students acquire data collection inquiry skills. Our initial analyses revealed that such scaffolding was effective for helping students who initially did not know two specific skills, designing controlled experiments and testing stated hypotheses, acquire those skills. These results provide evidence towards realizing rigorous, scalable, performance-based assessment of scientific inquiry skills and the efficacy of our automated scaffolding approach.

Authors

• Michael A. Sao Pedro, Worcester Polytechnic Institute & Apprendis LLC

• Janice D. Gobert, Worcester Polytechnic Institute

• Ryan Baker, Teachers College, Columbia University