Meta-Analysis Comparison of Effectiveness of Computer-Based Scaffolding in Complex Problem Solving: Individuals Versus Group Delivery

• In Event: Designing to Improve Engagement and Problem Solving

Abstract

Both computer-based scaffolding (CBS) and cooperative learning (CL) have been proven effective in increasing learning gains of students. Previous meta-analyses of group versus individual learning with technology have been done but never specifically in the context of CBS in STEM education. This study provides insight on combining these two instructional strategies for problem-centered learning in STEM education. Results indicate that the effects of CBS are highest when students work in large groups (n of students >5). Analysis also shows that groups using metacognitive scaffolds have the largest effect size, and strategic scaffolding results in the highest effect size for individuals. Finally, the effect size is higher for groups when scaffolding does not include aids for collaboration.

Authors

• Lindi Andreasen, Utah State University

• Nam Ju Kim, Utah State University

• Mason Lefler, Utah State University

• Brian R. Belland, Utah State University

• Andrew Walker, Utah State University