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Fostering regulatory processes using computational scaffolding.

Leonardo Silva1,2, António Mendes1, Anabela Gomes1,3

  • 1University of Coimbra, CISUC, DEI, Rua Sílvio Lima, Polo II, Coimbra, Portugal.

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Summary
This summary is machine-generated.

Computational scaffolding enhances learning achievement by supporting Self-regulation of Learning (SRL), co-regulation, and socially shared regulation of learning (SSRL). Interventions focusing on social regulation improved collaborative performance and overall grades.

Keywords:
CSCLCoregulationProgramming learningSelf-regulation of learningSocially shared regulation of learning

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Area of Science:

  • Educational Technology
  • Cognitive Science
  • Computer-Supported Collaborative Learning (CSCL)

Background:

  • Traditional interventions often isolate learning regulation from social contexts.
  • Recent research emphasizes a social-cognitive perspective on learning regulation.
  • Computational scaffolding can support individual and social regulation skills.

Purpose of the Study:

  • To investigate the impact of different types of computational scaffolding on Self-regulation of Learning (SRL), co-regulation, and socially shared regulation of learning (SSRL).
  • To compare the effectiveness of SRL-only support versus combined SRL, co-regulation, and SSRL support in a computer-supported collaborative learning environment.
  • To assess the influence of these scaffolds on students' learning achievement and collaborative performance.

Main Methods:

  • A single-blind randomized controlled trial involving 71 students in an online introductory programming course.
  • Three groups were established: SRL-only support, SRL/co-regulation/SSRL support, and a control group with no support.
  • Data collected likely included course grades and performance metrics in collaborative activities.

Main Results:

  • Students receiving any regulatory support achieved higher course grades compared to the control group.
  • Only students receiving SSRL and co-regulation support demonstrated superior performance in collaborative activities.
  • No significant increase in individual SRL aptitude was observed, but overall course grades improved with support.

Conclusions:

  • Computational scaffolding, particularly when supporting social regulation (co-regulation and SSRL), positively impacts learning achievement in online collaborative environments.
  • Interventions should integrate social aspects of learning regulation for enhanced collaborative outcomes.
  • While SRL aptitude may not directly increase, scaffolding can facilitate higher academic performance.