Culbertson, J.
; Perfors, A.
; Rabagliati, H.
; Ramenzoni, V.
(Ed.)
Integrating visual representations in an interactive learning
activity effectively scaffolds performance and learning.
However, it is unclear whether and how sustaining or
interleaving visual scaffolding helps learners solve problems
efficiently and learn from problem solving. We conducted a
classroom study with 63 middle-school students in which we
tested whether sustaining or interleaving a particular form of
visual scaffolding, called anticipatory diagrammatic self-explanation
in an Intelligent Tutoring System, helps students’
learning and performance in the domain of early algebra.
Sustaining visual scaffolding during problem solving helped
students solve problems efficiently with no negative effects on
learning. However, in-depth log data analyses suggest that
interleaving visual scaffolding allowed students to practice
important skills that may help them in later phases of algebra
learning. This paper extends scientific understanding that
sustaining visual scaffold does not over-scaffold student
learning in the early phase of skill acquisition in algebra.
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