Li Tongguang, Fan Yizhou, Tan Yuanru, Wang Yeyu, Singh Shaveen, Li Xinyu, Raković Mladen, van der Graaf Joep, Lim Lyn, Yang Binrui, Molenaar Inge, Bannert Maria, Moore Johanna, Swiecki Zachari, Tsai Yi-Shan, Shaffer David Williamson, Gašević Dragan
Faculty of Information Technology, Monash University, Clayton, VIC, Australia.
Graduate School of Education, Peking University, Beijing, China.
Front Psychol. 2023 Aug 3;14:1206696. doi: 10.3389/fpsyg.2023.1206696. eCollection 2023.
Self-regulated learning (SRL) is the ability to regulate cognitive, metacognitive, motivational, and emotional states while learning and is posited to be a strong predictor of academic success. It is therefore important to provide learners with effective instructions to promote more meaningful and effective SRL processes. One way to implement SRL instructions is through providing real-time SRL scaffolding while learners engage with a task. However, previous studies have tended to focus on fixed scaffolding rather than adaptive scaffolding that is tailored to student actions. Studies that have investigated adaptive scaffolding have not adequately distinguished between the effects of adaptive and fixed scaffolding compared to a control condition. Moreover, previous studies have tended to investigate the effects of scaffolding at the task level rather than shorter time segments-obscuring the impact of individual scaffolds on SRL processes. To address these gaps, we (a) collected trace data about student activities while working on a multi-source writing task and (b) analyzed these data using a cutting-edge learning analytic technique- ordered network analysis (ONA)-to model, visualize, and explain how learners' SRL processes changed in relation to the scaffolds. At the task level, our results suggest that learners who received adaptive scaffolding have significantly different patterns of SRL processes compared to the fixed scaffolding and control conditions. While not significantly different, our results at the task segment level suggest that adaptive scaffolding is associated with earlier engagement in SRL processes. At both the task level and task segment level, those who received adaptive scaffolding, compared to the other conditions, exhibited more task-guided learning processes such as referring to task instructions and rubrics in relation to their reading and writing. This study not only deepens our understanding of the effects of scaffolding at different levels of analysis but also demonstrates the use of a contemporary learning analytic technique for evaluating the effects of different kinds of scaffolding on learners' SRL processes.
自我调节学习（Self-regulated learning, SRL）是指在学习过程中调节认知、元认知、动机和情绪状态的能力，被认为是学业成功的有力预测指标。因此，为学习者提供有效的指导，以促进更有意义、更有效的自我调节学习过程非常重要。实施自我调节学习指导的一种方法是在学习者完成任务时提供实时的自我调节学习支架。然而，以往的研究往往侧重于固定支架，而非根据学生行为量身定制的适应性支架。与控制条件相比，研究适应性支架的研究没有充分区分适应性支架和固定支架的效果。此外，以往的研究倾向于在任务层面研究支架的效果，而不是在更短的时间段内进行研究，这掩盖了单个支架对自我调节学习过程的影响。为了填补这些空白，我们（a）在学生完成多源写作任务时收集了关于学生活动的跟踪数据，（b）使用一种前沿的学习分析技术——有序网络分析（ordered network analysis, ONA）来分析这些数据，以建模、可视化并解释学习者的自我调节学习过程如何随着支架而变化。在任务层面，我们的结果表明，与固定支架和控制条件相比，接受适应性支架的学习者具有显著不同的自我调节学习过程模式。虽然没有显著差异，但我们在任务片段层面的结果表明，适应性支架与更早参与自我调节学习过程有关。在任务层面和任务片段层面，与其他条件相比，接受适应性支架的学习者表现出更多受任务引导的学习过程，例如在阅读和写作时参考任务说明和评分标准。这项研究不仅加深了我们对不同分析层面支架效果的理解，还展示了使用当代学习分析技术来评估不同类型支架对学习者自我调节学习过程的影响。
