Dynamic (adaptive) scaffolding is linked to stronger effects of ICT-supported writing interventions¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Dynamic scaffolding, in which aid appears instantaneously when the student has difficulty, significantly moderated intervention effects (b = 0.601, p = .041). → López 2026
Evidence¶
López 2026¶
López, P., Fidalgo, R., Álvarez-Moreno, C., Díaz-Tejedor, R., van den Bergh, H., & Rijlaarsdam, G. (2026). Compositional Analysis of Writing Instructional Practices Performed with Digital Tools: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10153-4
q3 · i? · quant-synthesis · r2
Three-level meta-regression moderator analysis of scaffolding features across 53 effect sizes; dynamic scaffolding was significant with the unstandardized coefficient "b = 0.601" and p = .041. All other scaffolding indicators were non-significant.
"Dynamic scaffolding—referring to actively interactive scaffolding—showed significant moderation: Fm(1, 19.91) = 4.77, p = .041; b = 0.601, 95% CI [0.027, 1.175])."
Discussion¶
Learner Variables¶
- Writing Skills — moderator: an instructional effect differs with it
Related Claims¶
- Contextual variables (educational level, language context, study design, duration, intensity) do not significantly moderate the effects of ICT-supported writing interventions — related
- Contingent scaffolding improves learning more than fixed or absent support. — related
- Teaching type, intervention duration, subject area, group size, and learning scaffold significantly moderate the effect of collaborative problem-solving on critical thinking — related
- Merrill's instructional design principles and feedback features did not significantly moderate the effects of ICT-supported writing interventions — related
- Written presentation of objectives and direct instruction are instructional activities linked to stronger effects of ICT-supported writing interventions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dynamic-scaffolding-stronger-writing-effects |
title |
Dynamic (adaptive) scaffolding is linked to stronger effects of ICT-supported writing interventions |
description |
Dynamic (adaptive) scaffolding is linked to stronger effects of ICT-supported writing interventions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lópez-2026 |
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