Regulate fading rate per learner, distinguishing perceived fading rate (teacher-set) from actual fading rate (child-set)¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper recommends that learning support be regulated by the teacher from a centralized point using the scaffolding regulator, gradually fading support as learners complete tasks. It cites that "The rate of fading depends upon the child’s level of development and competence" and that a teacher fades when the level and/or amount of support decreases over time. Fading rates are categorized into distinct groups, with slower-fading learners classed as non-expert peers and faster-fading learners as the expert group. The fading decision can be made by the teacher (Perceived Fading Rate) or the child (Actual Fading Rate), from which a child's learning rate can be extrapolated.

Design Implications¶

Context¶

Requirements¶

• A scaffolding regulator enabling centralized teacher regulation of learning support
• Establishment and categorization of fading rates for various learners

Constraints¶

• The paper notes it may be hard for the child to make fading decisions (citing Jackson et al., 1998)

Target Learners¶

• Classroom children with varying levels of development and competence
• Teachers regulating game-based learning support

Target Learning Goals¶

• Matching scaffolding support to each learner's ZPD and learning rate

Affordances¶

• Fine Tuning System Fts Serious Games

Related Strategies¶

• Build the vigilance disposition through an AI partnership whose support is faded as the learner takes over evaluation

Examples¶

-

Key Sources¶

• Obikwelu, C, Read, J, and Sim, G. (2013). Children’s Problem-Solving in Serious Games: The “Fine-Tuning System (FTS)” Elaborated. The Electronic Journal of e-Learning Volume 11 Issue 1. https://www.ejel.org