TY - GEN
T1 - The impact of multiple real-time scaffolding experiences on science inquiry practices
AU - Li, Haiying
AU - Gobert, Janice
AU - Dickler, Rachel
AU - Moussavi, Raha
N1 - Funding Information:
Acknowledgements. This research was supported by the Institute of Education Sciences (R305A120778) and National Science Foundation (1252477, 1629045) to Janice Gobert, Principal Investigator at Rutgers University.
Publisher Copyright:
© Springer International Publishing AG, part of Springer Nature 2018.
PY - 2018
Y1 - 2018
N2 - Computer-assisted assessment environments, such as intelligent tutoring systems, simulations, and virtual environments are now being designed to measure students’ science inquiry practices. Some assessment environments not only evaluate students’ inquiry practice competencies, but also provide real-time scaffolding in order to help students learn. The present study aims to examine the impact of real-time scaffolding from an animated, pedagogical agent on students’ inquiry performance across a number of practices. Participants were randomly assigned to one of two conditions: receiving scaffolding or no scaffolding. All participants completed three virtual labs: Flower (a general pretest), Phase Change, and Density. Results showed that students who received immediate feedback during assessment performed better on subsequent inquiry tasks. These findings have implications for designers and researchers regarding the benefits of including real-time scaffolding within intelligent assessment systems.
AB - Computer-assisted assessment environments, such as intelligent tutoring systems, simulations, and virtual environments are now being designed to measure students’ science inquiry practices. Some assessment environments not only evaluate students’ inquiry practice competencies, but also provide real-time scaffolding in order to help students learn. The present study aims to examine the impact of real-time scaffolding from an animated, pedagogical agent on students’ inquiry performance across a number of practices. Participants were randomly assigned to one of two conditions: receiving scaffolding or no scaffolding. All participants completed three virtual labs: Flower (a general pretest), Phase Change, and Density. Results showed that students who received immediate feedback during assessment performed better on subsequent inquiry tasks. These findings have implications for designers and researchers regarding the benefits of including real-time scaffolding within intelligent assessment systems.
KW - Educational data mining
KW - Real-Time scaffolding
KW - Science inquiry
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U2 - 10.1007/978-3-319-91464-0_10
DO - 10.1007/978-3-319-91464-0_10
M3 - Conference contribution
AN - SCOPUS:85048322694
SN - 9783319914633
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 99
EP - 109
BT - Intelligent Tutoring Systems - 14th International Conference, ITS 2018, Proceedings
A2 - Vassileva, Julita
A2 - Nkambou, Roger
A2 - Azevedo, Roger
PB - Springer Verlag
T2 - 14th International Conference on Intelligent Tutoring Systems, ITS 2018
Y2 - 11 June 2018 through 15 June 2018
ER -