Abstract
Computer-assisted assessment environments, such as intelligent tutoring systems, simulations, and virtual environments are now being designed to measure students’ science inquiry practices. Some assessment environments not only evaluate students’ inquiry practice competencies, but also provide real-time scaffolding in order to help students learn. The present study aims to examine the impact of real-time scaffolding from an animated, pedagogical agent on students’ inquiry performance across a number of practices. Participants were randomly assigned to one of two conditions: receiving scaffolding or no scaffolding. All participants completed three virtual labs: Flower (a general pretest), Phase Change, and Density. Results showed that students who received immediate feedback during assessment performed better on subsequent inquiry tasks. These findings have implications for designers and researchers regarding the benefits of including real-time scaffolding within intelligent assessment systems.
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Acknowledgements
This research was supported by the Institute of Education Sciences (R305A120778) and National Science Foundation (1252477, 1629045) to Janice Gobert, Principal Investigator at Rutgers University.
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Li, H., Gobert, J., Dickler, R., Moussavi, R. (2018). The Impact of Multiple Real-Time Scaffolding Experiences on Science Inquiry Practices. In: Nkambou, R., Azevedo, R., Vassileva, J. (eds) Intelligent Tutoring Systems. ITS 2018. Lecture Notes in Computer Science(), vol 10858. Springer, Cham. https://doi.org/10.1007/978-3-319-91464-0_10
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