Personalized scaffolds increased frequencies of high cognition and monitoring relative to control, but learning outcomes did not differ between conditions.¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The personalized condition showed more high cognition and monitoring than the control condition, but there was no effect on the temporal structure of the overall SRL process. → Joep van der Graaf 2023 q2 i? Learning outcomes did not differ between conditions. → Joep van der Graaf 2023

Evidence¶

Joep van der Graaf 2023¶

Joep van der Graaf, Mladen Raković, Yizhou Fan, Lyn Lim, Shaveen Singh, Maria Bannert, Dragan Gašević, Inge Molenaar. (2023). How to design and evaluate personalized scaffolds for self-regulated learning. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09361-y

q2 · i? · causal · r?

Summary of the previous analyses (Lim et al., 2023) re-analyzed in this study, reported at the start of the Results. The article reports that "Learning outcomes did not differ" while the personalized condition showed more high cognition and monitoring than control, with no effect on temporal structure of SRL.

"Learning outcomes did not differ, but frequencies of two SRL processes did. The personalized condition showed more high cognition and monitoring than the control condition, but there was no effect on the temporal structure of the overall SRL process."

Discussion¶

Related Claims¶

• The field lacks micro-level S-SRL theory and methodological guidelines, and studies have not connected temporal/sequential characteristics to learning gains — related
• 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 — related
• During collaborative learning, low and high cognition have remarkably long lasting (6 lags) positive effects on themselves, planning induces low cognition which sparks high cognition, and scaffolding does not alter these sequences — related
• Real-time detection of SRL processes can personalize scaffold content, with all five scaffolds personalized to some extent but to varying degrees (scaffolds 2 and 5 most, scaffold 3 least). — related
• Rule-triggered pedagogical agents increased SRL activities and learning outcomes relative to untriggered agents — related