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Search Results (3)

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Keywords = digital sequential scaffolding

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18 pages, 303 KB  
Article
Digital Sequential Scaffolding during Experimentation in Chemistry Education—Scrutinizing Influences and Effects on Learning
by Timo Fleischer, Stephanie Moser, Ines Deibl, Alexander Strahl, Simone Maier and Joerg Zumbach
Educ. Sci. 2023, 13(8), 811; https://doi.org/10.3390/educsci13080811 - 7 Aug 2023
Cited by 3 | Viewed by 2491
Abstract
Sequential scaffolding during experimentation can support students in acquiring knowledge and experimentation skills. This study aims to explore students’ understanding and perception of digital sequential scaffolds in chemistry education, investigate predictors of this understanding and perception, and examine the effects on learning outcomes [...] Read more.
Sequential scaffolding during experimentation can support students in acquiring knowledge and experimentation skills. This study aims to explore students’ understanding and perception of digital sequential scaffolds in chemistry education, investigate predictors of this understanding and perception, and examine the effects on learning outcomes and processes. A total of 183 secondary school students conducted hands-on experiments on redox reactions using digital sequential scaffolds. This study collects data through questionnaires and analyzes prior knowledge, self-perceived experimentation competence, chemistry-related self-concept, and interest as predictors. This research also examines the influence of students’ understanding and perception on cognitive and motivational learning outcomes. The findings show that learners experienced digital sequential scaffolds as helpful and were motivated by them to conduct hands-on experiments. Results also reveal that only students’ prior experience with sequential scaffolds and prior self-perceived experimentation competence significantly predict their understanding of the concept and usage of the digital sequential scaffolds. Regarding motivation, outcomes show that perceived benefit and motivation regarding experimentation predict the motivational outcomes. Overall, our findings contribute to understanding sequential scaffolding in chemistry education and inform instructional design practices. Full article
(This article belongs to the Special Issue Evidence-Based Visions and Changes in Chemical Education)
20 pages, 5510 KB  
Article
Mobile Eye Tracking during Experimenting with Digital Scaffolding—Gaze Shifts between Augmented Reality and Experiment during Zinc Iodide Electrolysis Set-Up
by Timo Fleischer, Ines Deibl, Stephanie Moser, Alexander Strahl, Simone Maier and Joerg Zumbach
Educ. Sci. 2023, 13(2), 170; https://doi.org/10.3390/educsci13020170 - 6 Feb 2023
Cited by 6 | Viewed by 2418
Abstract
In this exploratory eye tracking study, gaze behavior during an experiment on electrolysis of a zinc iodide solution has been examined. The experiment is designed according to inquiry-based learning and therefore well suited to students’ self-directed experimenting in science classrooms. Scaffolding by means [...] Read more.
In this exploratory eye tracking study, gaze behavior during an experiment on electrolysis of a zinc iodide solution has been examined. The experiment is designed according to inquiry-based learning and therefore well suited to students’ self-directed experimenting in science classrooms. Scaffolding by means of stepwise presented digital hints (sequential scaffolds), here by means of augmented reality (AR), supported learners during the experiment. Two succeeding AR-hints were offered. This research focuses on the set-up of the experiment by learners and the change of gaze between the AR-hints and the real experiment. This was investigated by means of mobile eye tracking. For the analysis of the gaze changes, scanpath analyses are used. Areas of Interest-based visualizations such as radial transition graphs and scarf plots are used to compare and detect similar or different gaze behaviors of participants. Results reveal that students first look at the AR-hints, try to memorize the construction and then switch to setting up the experiment. Recurrent changes of gaze between the AR-hints and the experiment hardly, or do not, occur. Furthermore, students who had already set up the experiment correctly with the first hint only use the second hint for evaluating correctness of their own set-up. Full article
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13 pages, 1110 KB  
Article
Digital Escape Rooms as Game-Based Learning Environments: A Study in Sex Education
by Lena von Kotzebue, Joerg Zumbach and Anna Brandlmayr
Multimodal Technol. Interact. 2022, 6(2), 8; https://doi.org/10.3390/mti6020008 - 18 Jan 2022
Cited by 30 | Viewed by 10261
Abstract
Game-based learning is becoming increasingly popular in education. The playful experience especially promises a high degree of students’ motivation. In this research, we examine the influence of sequential scaffolding within a digital educational escape room game. Escape rooms are usually games where players [...] Read more.
Game-based learning is becoming increasingly popular in education. The playful experience especially promises a high degree of students’ motivation. In this research, we examine the influence of sequential scaffolding within a digital educational escape room game. Escape rooms are usually games where players have to escape from a room within a given time limit by completing different tasks and quests. Therefore, we developed an educational virtual escape room for biology classes, focusing on the topic of sex education. In an experiment, we modified this learning environment and developed two different conditions: in one escape room, scaffolding was implemented using sequential learning aids; in the other escape room, which was assigned to the control group, no additional learner support was provided. The main objective of this quantitative research is to measure the escape room’s impact on learning and cognitive load. In addition, motivation, flow experience and experience of immersion are analyzed. A comparison between the two escape rooms shows that additional scaffolding does not significantly increase cognitive load or have any effect on learning. Results show that motivation and knowledge acquisition can be successfully supported by using game-based learning with escape rooms. Full article
(This article belongs to the Special Issue Innovations in Game-Based Learning)
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