An adaptive scaffolding e-learning system for middle school students' physics learning

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

This study presents a framework that utilizes cognitive and motivational aspects of learning to design an adaptive scaffolding e-learning system. It addresses scaffolding processes and conditions for designing adaptive scaffolds. The features and effectiveness of this adaptive scaffolding e-learning system are discussed and evaluated. An experiment was conducted within the domain of velocity and acceleration. The results revealed that the adaptive scaffolding system appeals to students and promotes improved performances and motivational outcomes. Specifically, the results suggested that learners with lower levels of knowledge who possessed extrinsic motivation benefited the most from the adaptive scaffolds. The implications of the design guidelines for developing personalized, adaptive scaffolding e-learning systems are discussed, and future research directions are recommended.

Original languageEnglish
Pages (from-to)342-355
Number of pages14
JournalAustralasian Journal of Educational Technology
Volume30
Issue number3
Publication statusPublished - 2014 Jan 1

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electronic learning
physics
learning
student
extrinsic motivation
level of knowledge
appeal
experiment
performance

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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An adaptive scaffolding e-learning system for middle school students' physics learning. / Chen, Ching-Huei.

In: Australasian Journal of Educational Technology, Vol. 30, No. 3, 01.01.2014, p. 342-355.

Research output: Contribution to journalArticle

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