Exploring an activity-enhanced scaffolding for knowledge structure representing: could the knowledge-activity...

The effectiveness of online learning is often hindered by fragmented content organization and limited guidance, leading to reduced student engagement and learning outcomes.

This study introduces an activity-enhanced scaffolding for knowledge structure representing that combines dynamic knowledge network visualization with adaptive activity pathways to address these challenges. The approach provides students with explicit connections between learning resources and activities while visualizing course knowledge structures and learning progression. We conducted a four-week quasi-experimental study with 60 middle school students to examine the approach's effectiveness.

Students were divided into experimental (n = 30) and control (n = 30) groups, with the experimental group using the scaffolded learning environment while studying an artificial intelligence curriculum. Using both quantitative and qualitative methods, we analyzed learning performance through knowledge tests and concept mapping, assessed learning attitudes via questionnaires, and evaluated thinking levels through the Structure of the Observed Learning Outcome (SOLO) taxonomy.

Results revealed that the experimental group showed significantly higher scores in knowledge acquisition and knowledge organization. Moreover, experimental group demonstrated more positive learning attitudes across behavioral, cognitive, and emotional dimensions, and achieved higher levels of thinking, with 73.33% reaching relational or extended abstract levels compared to 21.11% in the control group. These findings suggest that integrating knowledge visualization with structured learning pathways effectively enhances online learning outcomes. The study contributes to both theoretical understanding of scaffolding design and practical guidelines for developing more effective online learning environments.