Adaptive scaffolding combined with adaptable task progression is descriptively most effective for high prior knowledge learners but not for low prior knowledge learners¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The combination of adaptive scaffolding and adaptable task progression yielded g = 2.11 for high prior knowledge learners but g = 0.39 (ns) for low prior knowledge learners. → Chernikova 2025

Evidence¶

Chernikova 2025¶

Chernikova, O., Sommerhoff, D., Stadler, M., Holzberger, D., Nickl, M., Seidel, T., Kasneci, E., Küchemann, S., Kuhn, J., Fischer, F., & Heitzmann, N. (2025). Personalization through adaptivity or adaptability? A meta-analysis on simulation-based learning in higher education. Educational Research Review 46 (2025) 100662. https://doi.org/10.1016/j.edurev.2024.100662

q2 · i? · quant-synthesis · r?

Prior-knowledge moderator analysis (Table 3): adaptive scaffolding with adaptable task progression reached g = 2.11 (SE = 0.45; N = 4) for high prior knowledge learners versus g = 0.39 ns (SE = 0.59; N = 3) for low prior knowledge learners; the discussion reports these as effects of 0.39 vs. 2.11.

"However, based on the included studies, this combination of adaptivity and adaptability is only beneficial for learners with high levels of prior knowledge, but not for learners with low prior knowledge"

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• Adaptable task progression is descriptively more beneficial than fixed task progression in simulation-based learning — related
• For learners with low prior knowledge, adaptable scaffolding shows the worst effects, while non-personalized scaffolding with adaptable task progression is descriptively most beneficial — related
• BKT scaffolding significantly benefits low prior knowledge students, who outperformed low prior knowledge controls — reports the opposite
• Most primary studies in simulation-based learning do not personalize scaffolding or task progression — related