Identify which suggested actions are beneficial at what time to inform scaffold design, and deliver scaffolds at natural breakpoints preceded by a notification.¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 1 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends analyzing which concrete suggested actions benefit learning outcomes and when they should be offered, because the effect of suggesting concrete actions "seems to depend on the action, the timing of the scaffold, and, thus, the task itself." To minimize interruption, scaffolds were triggered at natural breakpoints in the learning process (e.g., closing a tool, saving a note) after an unread envelope notification alerted learners that a scaffold was ready.

Design Implications¶

Context¶

Requirements¶

• Baseline data on SRL in the specific context to determine timings and beneficial actions
• Breakpoint analysis of the learning process to find natural interruption points

Constraints¶

• The effect of breakpoints and the preceding notification on learning was unclear in this study; some students liked the scaffolds while others felt disturbed

Target Learners¶

• university students

Target Learning Goals¶

• self-regulated learning during reading and essay writing

Claims¶

• In the generalized condition, compliance with several suggested actions was associated with higher essay scores, with one exception: note-taking after the last scaffold was associated with lower essay scores. [+W]

Related Strategies¶

• Give Prompt Feedback
• Action Oriented Feedback
• Hint Design

Examples¶

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Key Sources¶

• 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