Customized scaffolding (fading/adding) outperforms non-customized scaffolding in PBL-STEM, with fading/adding highest at g = 0.590¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i2medium
Currency · newest study 2018 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · 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 i2 Fading/adding showed the highest effect size (g = 0.590) compared to fading (g = 0.429) and adding (g = 0.443). → Nam Ju Kim 2018
q3 i2 Applying scaffolding customization showed better effects on learning performance than no scaffolding customization at the population level. → Nam Ju Kim 2018
Evidence¶
Nam Ju Kim 2018¶
Nam Ju Kim, Brian R. Belland, & Andrew E. Walker. (2018). Effectiveness of Computer-Based Scaffolding in the Context of Problem-Based Learning for STEM Education: Bayesian Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-017-9419-1
q3 · i2 · quant-synthesis · r2
Subgroup analysis of the scaffolding customization moderator in the Bayesian meta-analysis. The article states "it is clear that applying scaffolding customization shows better effects on students' learning performance than no scaffolding customization at the level of population."
"Among scaffolding customization types, fading/adding showed the highest effect sizes (g = 0.590, 95% CrI = 0.155 to 0.985) compared to fading (g = 0.429, 95% CrI = 0.015 to 0.865) and adding scaffolding ( g = 0.443, 95% CrI = 0.012 to 0.957)."
Discussion¶
Related Claims¶
- Computer-based scaffolding improves cognitive outcomes in problem-based learning in STEM education with an overall effect of g = 0.385 — a broader claim this one bears on
- Scaffolding's effect did not vary by customization (fading/adding), change logic, or scope, and motivation scaffolds alone showed no significant effect — reports the opposite
- Computer-based scaffolding shows a consistently positive effect on cognitive outcomes in STEM education — a broader claim this one bears on
- Self-selected scaffolding customization yields higher effects than fixed time interval and performance-adapted customization — related
- Scaffolding improves learning — a broader claim this one bears on
- Scaffolding shows a moderate positive effect on conceptual learning outcomes in STEM pedagogical interventions other than direct instruction — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
scaffolding-customization-fading-adding-highest |
title |
Customized scaffolding (fading/adding) outperforms non-customized scaffolding in PBL-STEM, with fading/adding highest at g = 0.590 |
description |
Customized scaffolding (fading/adding) outperforms non-customized scaffolding in PBL-STEM, with fading/adding highest at g = 0.590 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-22 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — nam-ju-kim-2018 |
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