Many pedagogues have argued that learners should shape their own learning experience whilst tutors should facilitate this process of knowledge construction. Digital environments have been often used in an attempt to scaffold learning in these innovative learning settings. However the results obtained have been mixed both in terms of learning achievements and learners’ satisfaction. We argue that this is due to the fact that scaffolds are often implemented in a too static and generic manner, and attention-related, fine-grained aspects of timeliness and fitness are normally disregarded. We propose that dynamic and adaptive scaffolds can be provided by observing and responding-to learners’ attentional processes. We present a system that implements such attention-based scaffolding. We indicate how learners’ attentional states may be detected and how several categories of interventions with the learners may scaffold learning in a timely and appropriate manner. Finally, we report the results obtained in system tests which show an improvement in performance and motivation for students working with attention based scaffolding.
2021. Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development. Language Teaching Research► pp. 136216882110218 ff.
Beng Lee, Chwee, Keck Voon Ling, Peter Reimann, Yudho Ahmad Diponegoro, Chia Heng Koh & Derwin Chew
2014. Dynamic scaffolding in a cloud-based problem representation system. Campus-Wide Information Systems 31:5 ► pp. 346 ff.
Hovardas, Tasos, Zacharias Zacharia, Nikoletta Xenofontos & Ton de Jong
2022. How many words are enough? Investigating the effect of different configurations of a software scaffold for formulating scientific hypotheses in inquiry-oriented contexts. Instructional Science 50:3 ► pp. 361 ff.
Hung, I-Chun, Chun-Wang Wei & Nian-Shing Chen
2013. 2013 IEEE 13th International Conference on Advanced Learning Technologies, ► pp. 194 ff.
Lee, Chwee Beng, Paul Rooney & Roberto H Parada
2014. Fostering intentional learning with systems dynamic modeling. Australian Journal of Education 58:1 ► pp. 89 ff.
Matteson, Shirley Marie
2021. Strategies for Lessening the Cognitive Load of Graduate Students Engaged in Major Writing Projects. In Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education [Advances in Higher Education and Professional Development, ], ► pp. 251 ff.
Molenaar, Inge & Ming Ming Chiu
2014. Dissecting sequences of regulation and cognition: statistical discourse analysis of primary school children’s collaborative learning. Metacognition and Learning 9:2 ► pp. 137 ff.
Molenaar, Inge & Ming Ming Chiu
2015. Proceedings of the Fifth International Conference on Learning Analytics And Knowledge, ► pp. 236 ff.
Molenaar, Inge, Ming Ming Chiu, Peter Sleegers & Carla van Boxtel
2011. Scaffolding of small groups’ metacognitive activities with an avatar. International Journal of Computer-Supported Collaborative Learning 6:4 ► pp. 601 ff.
Molenaar, Inge, Claudia Roda, Carla van Boxtel & Peter Sleegers
2012. Dynamic scaffolding of socially regulated learning in a computer-based learning environment. Computers & Education 59:2 ► pp. 515 ff.
Molenaar, Inge, Peter Sleegers & Carla van Boxtel
2014. Metacognitive scaffolding during collaborative learning: a promising combination. Metacognition and Learning 9:3 ► pp. 309 ff.
Molenaar, Inge, Carla van Boxtel, Peter Sleegers & Claudia Roda
2011. Attention management for self-regulated learning: AtGentSchool. In Human Attention in Digital Environments, ► pp. 259 ff.
Molenaar, Inge, Carla van Boxtel & Peter Sleegers
2013. Dynamic Computerized Scaffolding of Metacognitive Activities in Small Groups. In International Handbook of Metacognition and Learning Technologies [Springer International Handbooks of Education, 28], ► pp. 561 ff.
Molenaar, Inge, Carla A. M. van Boxtel & Peter J. C. Sleegers
2011. Metacognitive scaffolding in an innovative learning arrangement. Instructional Science 39:6 ► pp. 785 ff.
Molenaar, Inge, Carla A.M. van Boxtel & Peter J.C. Sleegers
2010. The effects of scaffolding metacognitive activities in small groups. Computers in Human Behavior 26:6 ► pp. 1727 ff.
2011. Human attention and its implications for human–computer interaction. In Human Attention in Digital Environments, ► pp. 11 ff.
Schumacher, Clara & Dirk Ifenthaler
2021. Investigating prompts for supporting students' self-regulation – A remaining challenge for learning analytics approaches?. The Internet and Higher Education 49 ► pp. 100791 ff.
Supianto, Ahmad Afif, Yusuke Hayashi & Tsukasa Hirashima
2017. 2017 3rd International Conference on Science in Information Technology (ICSITech), ► pp. 546 ff.
This list is based on CrossRef data as of 2 november 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.