Implicit scaffolding framework: guidance built into the tool via affordances, constraints, cueing and feedback¶

Theory · All theories
Evidence · 4 claims (3 for, 1 against) · 4 studies (1 causal, 1 quant-synthesis, 1 review, 1 qualitative), q2–q4 · 1 of 4 report an effect size · 3 claims rest on one study

Description¶

The implicit scaffolding framework holds that scaffolding need not be written or verbal but can be built into the design of a learning tool, so that students find productive inquiry paths without explicit instructions. As the authors state, "Implicit scaffolding employs affordances, constraints, cueing, and feedback in order to frame and scaffold student exploration without explicit guidance". The framework draws on constructivism, tool-mediated learning, and tool design (Norman's affordances and constraints), and aims to support content, process, and participation goals simultaneously while preserving student agency.

Design Implications¶

Context¶

Requirements¶

• The tool's affordances must be salient and perceived within the learners' culture and context for productive use to occur

Constraints¶

• Presented in the context of interactive computer simulations, though the authors state it can be extended to other tool-mediated learning environments

Target Learners¶

• middle school science students
• STEM learners using interactive simulations

Target Learning Objectives¶

• science content learning
• scientific exploration and inquiry
• student agency and ownership of learning

Claims¶

• Authors report that flexibility in sim access supports student agency while students tend to explore in a productive sequence [+W]
• A student began interacting with the sim within 10 seconds and verbalized sense-making without explicit guidance [+W]
• A student used slider extremes to make qualitative comparisons of skater mass effects [+W]
• Minimal guidance is less effective for novices than explicit instruction [-M]

Related Theories¶

• Tool Mediated Learning

Examples¶

• Design tools so productive usage is guaranteed by affordances and constraints rather than instructions
• Energy Skate Park: Basics simulation

Key Sources¶

• Podolefsky, N. S., Moore, E. B., & Perkins, K. K. (2013). Implicit scaffolding in interactive simulations: Design strategies to support multiple educational goals. http://phet.colorado.edu/en/simulation/energy-skate-park-basics. doi:10.48550/arxiv.1306.6544