Examining the Effect of Computer-Based Adaptive Scaffolding in a Collaborative Science Inquiry-Based Game Environment (Poster 35)

• In Event: Saturday Poster Session 1:15 pm
  In Poster Session: Advanced Technologies for Learning SIG Poster Session

Abstract

Employing activity theory as an analytical lens, the current study aims to address how adaptive scaffolding embedded in a game-based PBL learning environment has been used in class. Fifty-four students across three classes from two middle schools participated in the study. Through interaction analysis, we found that adaptive scaffolding promoted students’ collective participation. However, due to misalignment between intended and enacted use of the scaffolding and conflicts among individuals’ goals, the elicited engagement did not necessarily lead to productive scientific discussion. Based on the results, suggestions pertaining to computer-generated scaffolding adaptive to students’ learning status are discussed.

Authors

• Daeun Hong, Indiana University

• Haesol Bae, University at Albany - SUNY

• Tianshu Wang, North Carolina State University

• Chen Feng, Indiana University

• Xiaotian Zou, Indiana University

• Cindy E. Hmelo-Silver, Indiana University

• Krista D. Glazewski, North Carolina State University

• Bradford Mott, North Carolina State University

• James C. Lester, North Carolina State University