Effects of Faded Scaffolding in Computer-Based Instruction on Learners' Performance, Cognitive Load, and Test Anxiety

• In Event: 58.066 - Evaluating Multimedia Learning and Instructional Design Principles

Abstract

This study examined the effects of gradual fading and sudden fading of scaffolds in a computer based, ill-structured problem-solving task on students’ post-test performance, cognitive load, and test anxiety. No significant differences were found in the three factors between the two conditions. Students in both conditions reported relatively high cognitive load and test anxiety. Students who received sudden fading reported a significantly lower cognitive load in class session two compared to that in class session one, and significantly lower test anxiety during the post-test compared to their previous practice session. Results suggest that fully scaffolded practices before a sudden fading during the test may be superior to gradual fading in promoting students’ learning experience in complex problem-solving.

Authors

• Shuang Hao, Florida State University

• Vanessa Paz Dennen, The Florida State University