An adaptive scaffolding e-learning system for middle school students' physics learning

This study presents a framework that utilises cognitive and motivational aspects of learning to design an adaptive scaffolding e-learning system. It addresses scaffolding processes and conditions for designing adaptive scaffolds. The features and effectiveness of this adaptive scaffolding e-learning system are discussed and evaluated. An experiment was conducted within the domain of velocity and acceleration. A total of 170 eighth-grade students were recruited from four classes to participate in this study. The experimental group, which included 81 students, was supported with the adaptive scaffolds, whereas the control group, which included 89 students, had access to the e-learning system but without additional support. The authors used a pre-test/post-test experimental research design to compare the performance of the groups with or without access to the adaptive scaffoldings in the e-learning system. The results revealed that the adaptive scaffolding system appeals to students and promotes improved performances and motivational outcomes. Specifically, the results suggested that learners with lower levels of knowledge who possessed extrinsic motivation benefited the most from the adaptive scaffolds. The implications of the design guidelines for developing personalised, adaptive scaffolding e-learning systems are discussed, and future research directions are recommended. [Author abstract, ed]