Brian R. Belland|Andrew Walker|Namju Kim|Mason Lefler
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education
Utah State University|Utah State University|Utah State University|Utah State University
computerbased scaffolding assists students generate solutions complex problems goals tasks helping increase integrate higher order skills process however despite decades research scaffolding stem science technology engineering mathematics education existing comprehensive metaanalysis synthesized results studies review addresses need synthesizing results 144 experimental studies 333 outcomes effects computerbased scaffolding designed assist full range stem learners primary adult education navigated illstructured problemcentered curricula results random effect metaanalysis indicate computerbased scaffolding showed consistently positive 046 effect cognitive outcomes across various contexts use scaffolding characteristics levels assessment b shed light many scaffolding debates including roles customization ie fading adding contextspecific support specifically scaffoldings influence cognitive outcomes vary basis contextspecificity presence absence scaffolding change logic scaffolding change implemented scaffoldings influence greatest measured principles level among adult learners still scaffoldings effect substantial significantly greater zero across age groups assessment levels results suggest scaffolding highly effective intervention across levels different characteristics largely designed many different ways still highly effective