Creating an individualised learning situation using scaffolding in a tangible electronic series completion task.

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Bibliographic Details
Title:	Creating an individualised learning situation using scaffolding in a tangible electronic series completion task.
Authors:	Henning, Julia R., Verhaegh, Janneke, Resing, Wilma C. M.
Source:	Educational & Child Psychology. 2011, Vol. 28 Issue 2, p85-100. 16p. 6 Diagrams, 2 Charts, 2 Graphs.
Subjects:	Scaffolded instruction, Cognitive testing, Educational psychology, Dynamic assessment (Education), Learning ability testing
Abstract:	We present an exploratory experimental study investigating an adaptive form of scaffolding implemented in an electronic tangible console (TagTiles) to test children dynamically. Fifteen children, 7- to 9-years-old, participated in an exploratory experiment consisting of three trials. The participants were placed in one of two conditions: the treatment condition received scaffolds during the second and third test trial, whereas the control condition only received scaffolds in the third trial. The task the children had to execute was a visual-spatial series completion task using tangible objects on the console. The type of scaffolding provided was tailored to the type of mistakes that the children made. The console gave prompts (visual, auditory or both) to the children which were based on evaluations of the children's actions. Results show that children in the treatment group progressed significantly more in their ability to complete levels and needed less time to complete the levels than the control group who received scaffolding only once. However, no significant difference was found in their accuracy and number of moves made. It can be concluded that many children benefit from this type of scaffolding, although practice to understand and use the provided prompts seemed necessary for most children. Findings demonstrate the potential value electronic dynamic testing can have in the future. Extensive pre-testing and refinement of scaffolding procedures is necessary, however, in order to achieve support structures that can be optimally tailored to a child's specific needs. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	We present an exploratory experimental study investigating an adaptive form of scaffolding implemented in an electronic tangible console (TagTiles) to test children dynamically. Fifteen children, 7- to 9-years-old, participated in an exploratory experiment consisting of three trials. The participants were placed in one of two conditions: the treatment condition received scaffolds during the second and third test trial, whereas the control condition only received scaffolds in the third trial. The task the children had to execute was a visual-spatial series completion task using tangible objects on the console. The type of scaffolding provided was tailored to the type of mistakes that the children made. The console gave prompts (visual, auditory or both) to the children which were based on evaluations of the children's actions. Results show that children in the treatment group progressed significantly more in their ability to complete levels and needed less time to complete the levels than the control group who received scaffolding only once. However, no significant difference was found in their accuracy and number of moves made. It can be concluded that many children benefit from this type of scaffolding, although practice to understand and use the provided prompts seemed necessary for most children. Findings demonstrate the potential value electronic dynamic testing can have in the future. Extensive pre-testing and refinement of scaffolding procedures is necessary, however, in order to achieve support structures that can be optimally tailored to a child's specific needs. [ABSTRACT FROM AUTHOR]
ISSN:	02671611
DOI:	10.53841/bpsecp.2011.28.2.85