Does adaptive scaffolding facilitate

students ability to regulate their

learning with hypermedia?

指導教授 : 陳明溥
學 生 : 王麗君
 參考文獻
Roger A. , Jennifer G. C. & Diane S. (2004)
Does adaptive scaffolding facilitate
students ability to regulate their
learning with hypermedia?
Contemporary Educational
Psychology,29(3),344-370
 Introduction
• Researchers have attempted to facilitate stud
ents´ learning of complex topics by using :
- scaffolds
*tools
*strategies
*guides
- instructional aids
-designed to support students´ understanding
 Self-regulated learning
• Reinforcement
-Self-monitoring 、 Self-instruction 、 Self-reinforcement
• Social cognitive
-plan
-set goals
-monitor their understanding
-use effective strategies
- reflect on their progress during learning with hypermedia
(e.g. cognitive , motivational , task conditions)
• Developmental
-Observational 、 Imitative 、 Self-controlled 、 Self-regulated
Dimensions of Self-Regulation --Zimmerman
Learning Learner Self-regulation Self-regulation
Learning issue
Dimensions Conditions Attributes Subprocesses

Choose to Self-efficacy
Why Motive Self-motivated
participate and self-goals
Strategy use o
Choose Planned or aut
How Method r routinized pe
method omatized
rformance
Choose time Timely and Time
When Time
limits efficient management
Self-
Choose observation
Self-aware of
What Behavior outcome
performance self-judgment
behavior
self-reaction

Environmentall
Physical Environmental
Where Choose setting y sensitive and
environment structuring
resourceful

Choose Socially
Selective help
With whom Social partner model, sensitive and
seeking
or teacher resourceful
The role of scaffolding in facilitating self-
regulated learning with hypermedia
• Conceptual
-Conceptual scaffolds include hints and prompts that are desig
ned to provide guidance about what knowledge to consider dur
ing problem solving
• Metacognitive
-Metacognitive scaffolds may include human or nonhuman learn
ing agents whose roles may include helping students with spec
ific task-related tasks.
• Procedural
-Procedural scaffolds assist students with learning how to use r
esources or how to perform certain tasks (ex: pretest to postte
st regulated their learning by using effective strategies; plannin
g their learning by creating sub-goals and activating prior know
ledge; monitoring their emerging understanding; and planning
their time and effort
• Strategic
-Strategic scaffolds make students aware of different techniques
for solving problems and expose students to the solution paths
followed by other peers or experts
 Research Questions
• Do different scaffolding conditions
influence students´ ability to shift to
more sophisticated mental models of
the circulatory system?
• How do different scaffolding conditions
influence students´ ability to regulate
their learning?
 Research Variables
• Adaptive scaffolding (AS)
-provided with an overall learning goal
-human tutor (planning their learning, monitoring
their emerging understanding, using different
strategies to learn about the circulatory system,
handling task difficulties and demands, and
assessing their emerging understanding )
• Fixed scaffolding (FS)
-provided with an overall learning goal
-a list of 10 domain-specific questions(Table1)
• No scaffolding (NS)
 Research Hypotheses
• AS condition would lead to significant
shift in students´ conceptual
understanding (from pretest to
posttest).
• AS condition would use fewer SRL
variables to regulate their learning
 Method
1.Participants : N=51(The students were non-biology majors
, and the pretest confirmed that all participants had average or l
ittle knowledge of the circulatory system )

2.Measures : Pretest/Posttest
(four parts of pretest : labeling 、 matching 、 flow 、 essay)

3.Hypermedia environment : CD-ROM 、 Hyperlink

4.Procedure
4.1Scaffolding conditions ( 同 P6)
-Questionnaire → Pretest → Instructions for
the learning task →Posttest
 Method
4.2Coding and scoring
-Mental models
*mental model refers to the correctness and completenes
s
in regard to the local features of each component, the
relationships between and among the local features of
each component, and the relationships among the local
features of different components. (Table2)

-Matching task and heart diagram

-Students´ verbalizations
-Learners´ and tutor´s regulatory behavior
*planning, monitoring, strategy use, task difficulty and
demands, and interest variables used for coding the
learners´ and tutor´s regulatory behavior
-Inter-rater agreement
 Results and discussion
Question 1: Do different scaffolding conditions influence
students´ ability to shift to more sophisticated mental models
of the circulatory system?
• Shift in mental model ( that the shift in the AS condition was
significantly greater than the FS and NS conditions )
• Matching task
• Labeling task(Table3)
Question 2: How do different scaffolding conditions influence
students´ ability to regulate their learning?
• Planning
• Monitoring
• Strategies
• Task difficulty and demands
• Interest
• Adaptive scaffolding condition
• Fixed scaffolding condition
• No scaffolding condition(Table4)
 Implications
• Limitations
-we have drawn are limited by the participants´ low prior knowledge,
and the nature of the hypermedia environment

• Instructional implications of scaffolding and

SRL for learning with hypermedia
-a student model would need to assess students´ initial mental model
and create an evolving model of their understanding through
embedded testing

Appendix A