Instructors moved more when using an explanation approach than a scaffolding approach, but dyad and learner motion did not differ between approaches¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2022 · 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? Instructor motion quantity was greater under explanation than scaffolding, while dyadic and learner motion showed no significant condition differences. → Yafeng Pan 2022
Evidence¶
Yafeng Pan 2022¶
Yafeng Pan, Suzanne Dikker, Yi Zhu, Cuirong Yang, Yi Hu and Pavel Goldstein. (2022). Instructor-learner body coupling reflects instruction and learning. npj Science of Learning. https://doi.org/10.1038/s41539-022-00131-0
q3 · i? · causal · r2
Individual-level linear mixed-effects model on instructor motion energy in the dyadic experiment showed a main effect of Instructional Approach (β = −0.20, p = 0.01, R²β = 0.25); learner models showed no significant effects. The authors conclude "instructors moved more when using an explanation-based instructional approach than when using a scaffolding approach".
"indicating that the instructors moved to a larger degree when using an explanation strategy (0.97 ± 0.06) vs. a scaffolding strategy (0.77 ± 0.06)"
Discussion¶
Related Claims¶
- Instructor motion is positively associated with BtBC only during scaffolding, not explanation — related
- Body-to-body coupling between instructor and learner is greater during scaffolding than explanation instruction — related
- Directional leader–follower BtBC patterns decode instructional approach better than individual motion, with peak performance at non-zero time lags — related
- Learners acquire concepts better under a scaffolding approach than an explanation approach — related
- Learner-leading BtBC is larger under scaffolding; instructor-leading BtBC shows only a trending effect, and instructor-leading BtBC fails to predict learning under explanation — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
instructor-motion-greater-explanation |
title |
Instructors moved more when using an explanation approach than a scaffolding approach, but dyad and learner motion did not differ between approaches |
description |
Instructors moved more when using an explanation approach than a scaffolding approach, but dyad and learner motion did not differ between approaches |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — yafeng-pan-2022 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.