Analyzing Adaptive Scaffolds that Help Students Develop Self-Regulated Learning Behaviors

• URL: http://arxiv.org/abs/2202.09698v2
• Date: Wed, 1 Jun 2022 05:17:09 GMT
• Title: Analyzing Adaptive Scaffolds that Help Students Develop Self-Regulated Learning Behaviors
• Authors: Anabil Munshi, Gautam Biswas, Ryan Baker, Jaclyn Ocumpaugh, Stephen Hutt, Luc Paquette
• Abstract summary: This paper presents a systematic framework for adaptive scaffolding in Betty's Brain. Students construct a causal model to teach a virtual agent, generically named Betty. We analyze the impact of adaptive scaffolds on students' learning behaviors and performance.
• Score: 6.075903612065429
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: Providing adaptive scaffolds to help learners develop self-regulated learning (SRL) processes has been an important goal for intelligent learning environments. Adaptive scaffolding is especially important in open-ended learning environments (OELE), where novice learners often face difficulties in completing their learning tasks. This paper presents a systematic framework for adaptive scaffolding in Betty's Brain, a learning-by-teaching OELE for middle school science, where students construct a causal model to teach a virtual agent, generically named Betty. We evaluate the adaptive scaffolding framework and discuss its implications on the development of more effective scaffolds for SRL in OELEs. We detect key cognitive/metacognitive inflection points, i.e., instances where students' behaviors and performance change as they work on their learning tasks. At such inflection points, Mr. Davis (a mentor agent) or Betty (the teachable agent) provide conversational feedback, focused on strategies to help students become productive learners. We conduct a classroom study with 98 middle schoolers to analyze the impact of adaptive scaffolds on students' learning behaviors and performance. Adaptive scaffolding produced mixed results, with some scaffolds (viz., strategic hints that supported debugging and assessment of causal models) being generally more useful to students than others (viz., encouragement prompts). We also note differences in learning behaviors of High and Low performers after receiving scaffolds. Overall, our findings suggest how adaptive scaffolding in OELEs like Betty's Brain can be further improved to narrow the gap between High and Low performers.

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