Less able learners made the greatest learning gains with Ecolab II metacognitive scaffolding¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the Ecolab II evaluation, less able learners made the greatest learning gains, suggesting less able learners respond well to interactive systems offering appropriately challenging tasks and effective support. → Rosemary Luckin & Benedict du Boulay 2016

Evidence¶

Rosemary Luckin & Benedict du Boulay 2016¶

Rosemary Luckin & Benedict du Boulay. (2016). Reflections on the Ecolab and the Zone of Proximal Development. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-015-0072-x

q2 · i? · design · r2

Evaluation of Ecolab II in which separate groups of learners used the software either with or without metacognitive scaffolding. The article notes this contrasted with the original Ecolab evaluation where low-ability NIS users had higher gains.

"An interesting feature of the results from two empirical studies was that this time less able learners made the greatest learning gains. This finding suggests that less able learners respond well to interactive systems that offer appropriately challenging tasks and effective support to ensure that success is achieved."

Discussion¶

Related Claims¶

• VIS version of Ecolab produced greatest average improvement in test scores but was not most successful for all ability groups — related
• Children who interacted with multiple complexity phases and completed above-average actions were far more likely to achieve above-average learning gains — related
• Goal orientation affects children's help-seeking behaviour in Ecolab II — related
• Matching system goal-orientation feedback to child's goal orientation may improve learning gains — related