University of Canterbury. Computer Science and Software Engineering.
Abstract
Scaffolding is widely accepted as an effective strategy to use in learning
environments. It is also agreed that for successful learning, scaffolding must fade
to allow the learner to be in control of his/her own learning and acquire metacognitive
strategies. Although scaffolding is used in almost all intelligent
educational systems, fading is usually missing. In this paper we present an
experiment whose goal is to study the appropriateness of fading. The study is
performed in the context of the SQL-Tutor system, and the particular skill we
focus on is the ability to select appropriate problems. We hypothesize that more
able students would be better off when selecting problems on their own, and test
whether this is valid. We also expect that for less able student, the most beneficial
condition is faded problem selection: initially the system selects the problem for
the student, giving explanations of why particular problems are good, and over
time, the control over problem selection is given to the student. The results suggest
that such an approach is effective
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