Effects on Computer-Based Scaffolding in a Problem-Centered Approach for Engineering Education: Meta-Analysis

• In Event: 18.072 - Roundtable Session 6
  In Roundtable Session: 18.072-17 - Design and Technology-Mediated Learning

Abstract

Problem-centered approaches using computer-based scaffolding have been investigated as possible instructional models to more effectively impart content knowledge and cultivate skills in engineering education. Research has been done that indicates positive effects of computer-based scaffolding in engineering in a general context. However, there has been a need in the literature for a study that determines the effect sizes of specific scaffolding interventions and contexts of problem-based approach on student learning in this field. In this study a meta-analysis of 26 outcomes in 13 studies was conducted to synthesize the effect sizes of individual kinds of computer-based scaffolding in engineering. The results confirm some long-held beliefs about scaffolding in engineering education while providing direction for future research.

Authors

• Jacob Charles Piland, Utah State University

• Nam Ju Kim, University of Miami

• Brian R. Belland, Utah State University

• Andrew Walker, Utah State University