Scaffolded conditions in Betty's Brain showed scaffolding-induced strategy use within the scaffolding time window although the three conditions did not differ in learning gains¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Kinnebrew and colleagues (2014) compared two experimental scaffolding conditions (knowledge construction support or solution evaluation strategies) with a control condition; although the three conditions do not differ in learning gains, exploratory data mining showed differences in strategy use between the three conditions. → Inge Molenaar & Sanna Järvelä 2014 q2 i? Both groups receiving scaffolds showed the strategy use induced by the scaffolding within the time window of the scaffolding, as the heatmaps clearly indicated differences in strategy use between the conditions. → Inge Molenaar & Sanna Järvelä 2014

Evidence¶

Inge Molenaar & Sanna Järvelä 2014¶

Inge Molenaar & Sanna Järvelä. (2014). Sequential and temporal characteristics of self and socially regulated learning. Metacognition and Learning. https://doi.org/10.1007/s11409-014-9114-2

q2 · i? · causal · r1

Exploratory data mining (hierarchical clustering, sequential pattern mining, heatmaps) of log file data from 4 h of working in the computer based learning environment Betty's Brain, using a cognitive/metacognitive task model to map logfile traces onto strategy use.

"Although the three conditions do not differ in learning gains, exploratory data mining methods did show differences in strategy use between the three conditions."

Discussion¶

Related Claims¶

• Students' learning strategies can be detected and interpreted from activity sequences in the Betty's Brain open-ended learning environment — related
• The field lacks micro-level S-SRL theory and methodological guidelines, and studies have not connected temporal/sequential characteristics to learning gains — related
• More successful Betty's Brain students showed significantly higher science learning gains, more accurate causal map edits, and more contextually focused, less random activities. — related
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