Creating an individualised learning situation using scaffolding in a tangible electronic series completion task.
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| Title: | Creating an individualised learning situation using scaffolding in a tangible electronic series completion task. |
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| 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] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 61440915 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Creating an individualised learning situation using scaffolding in a tangible electronic series completion task. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Henning%2C+Julia+R%2E%22">Henning, Julia R.</searchLink><br /><searchLink fieldCode="AR" term="%22Verhaegh%2C+Janneke%22">Verhaegh, Janneke</searchLink><br /><searchLink fieldCode="AR" term="%22Resing%2C+Wilma+C%2E+M%2E%22">Resing, Wilma C. M.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. 2011, Vol. 28 Issue 2, p85-100. 16p. 6 Diagrams, 2 Charts, 2 Graphs. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Scaffolded+instruction%22">Scaffolded instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+testing%22">Cognitive testing</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Dynamic+assessment+%28Education%29%22">Dynamic assessment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+ability+testing%22">Learning ability testing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=61440915 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2011.28.2.85 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 85 Subjects: – SubjectFull: Scaffolded instruction Type: general – SubjectFull: Cognitive testing Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Dynamic assessment (Education) Type: general – SubjectFull: Learning ability testing Type: general Titles: – TitleFull: Creating an individualised learning situation using scaffolding in a tangible electronic series completion task. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Henning, Julia R. – PersonEntity: Name: NameFull: Verhaegh, Janneke – PersonEntity: Name: NameFull: Resing, Wilma C. M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: 2011 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 28 – Type: issue Value: 2 Titles: – TitleFull: Educational & Child Psychology Type: main |
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