In the generalized condition, compliance with several suggested actions was associated with higher essay scores, with one exception: note-taking after the last scaffold was associated with lower essay scores.¶

Claim · All claims
Evidence · 1 study · design r2 · q2 · i3 large
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i3 Students who executed scaffold 3 option 1 (review annotations) after the next scaffold showed higher essay scores than those who did not, d = 1.220. → Joep van der Graaf 2023 q2 i2 Students who executed scaffold 4 option 4 (write the essay with help from notes) after the next scaffold showed lower essay scores than those who did not, d = 1.000. → Joep van der Graaf 2023 q2 i2 Trends towards higher essay scores appeared for executing scaffold 4 option 2 (review the essay rubric, d = 0.801), scaffold 5 options 1 and 4 (d = 0.623), and scaffold 4 option 1 (d = 0.519) before the scaffold. → Joep van der Graaf 2023

Evidence¶

Joep van der Graaf 2023¶

Joep van der Graaf, Mladen Raković, Yizhou Fan, Lyn Lim, Shaveen Singh, Maria Bannert, Dragan Gašević, Inge Molenaar. (2023). How to design and evaluate personalized scaffolds for self-regulated learning. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09361-y

q2 · i3 · design · r2

Separate t-tests in the generalized condition comparing essay scores of compliers versus non-compliers per scaffold option, with alpha raised to 0.150 due to insufficient power for multiple comparisons. Six (near) significant effects were found, e.g., "t(6.98) = 2.82, p = .026, d = 1.220" for reviewing annotations, and a detrimental effect for note-taking after the last scaffold (d = 1.000).

"Students who executed this action after the next scaffold showed higher essay scores than those who did not, t(6.98) = 2.82, p = .026, d = 1.220."

Discussion¶

Related Claims¶

• Selecting a suggested option in the scaffold was associated with higher compliance for four out of twenty scaffold options in the generalized condition. — related
• Higher compliance with MetaTutor's revise-summary prompt is associated with larger proportional learning gains — related
• Metacognitive prompts improve learning — a broader claim this one bears on
• Personalized SRL scaffolds showed higher compliance than no and non-personalized scaffolds, linked to better essay scores — related
• Higher model quality was associated with less goal viewing and note taking, while lab report scores correlated positively with regulative tool use and negatively with helpfile viewing — related
• Pop-up cues contributed only modestly to note taking, triggering note taking in under 4% of instances — related