Formative Evaluation of User Perception on a Problem-Based Learning Support System Designed to Scaffold Learners’ Metacognitive Process

• In Event: Roundtable Session 47
  In Roundtable Session: Putting the Learner at the Center of Design Efforts: Support, Develop, and Include

Abstract

This study presents a problem-solving support system, ActionOrganizer, that the authors created to cultivate students’ development of inquiry skills in problem-based learning (PBL). Formative evaluation was conducted by inviting 11 students to use the tool for two weeks. A survey of user perceptions and focus group discussions were conducted to explore students’ usage and opinions about the system’s design features. Results present the evidence that ActionOrganizer’s design approach provided a credible scaffold to promote learners’ development of inquiry skills for problem solving. Also, this study found that participants needed a system that provides greater flexibility in adapting to their own problem-solving approaches. Besides an overall positive reaction, participants also noted limitations related to the system’s interface and problem-solving support functions.

Authors

• Wei Chen Hung, Northern Illinois University

• Ifeng Jeng, Indiana University

• Feng-Ru Sheu, Indiana University - Bloomington