Effects of scaffolding and inner speech on learning motivation, flexible thinking and academic achievement in the technology-enhanced learning environment
Introduction：
The literature reviewed in the study revealed that scaffolding, as an instructional strategy capable of enhancing the cognitive flexibility of university students, necessitates further in-depth practical exploration. Concurrently, within the research focused on the impact of scaffolding on cognitive flexibility, this study aims to elucidate the effectiveness of various types of scaffolding in a technology-enhanced learning environment for learners. This article posits that in a learning environment underpinned by intelligent teaching assistants, concept scaffolding is more conducive to students in gaining a higher level of cognitive flexibility compared to procedural scaffolding. This is because concept scaffolding provides learners with direct learning concepts and cues, while procedural scaffolding offers resources for learners to acquire learning concepts. This article also employs quasi-experimental research to validate the hypothesis model established following the literature review. Through a thorough investigation, comparing the experimental group and the control group using different types of scaffolding, we explore the impact of various scaffolding types on the cognitive flexibility of university students.
➢ Members:
Dr. Zihan Li, lecture for College of Education, Wenzhou University
Ms. Xiangxiang Zhu, coordinator for the Office of Research and Sponsored Programs, Wenzhou-Kean University
➢ PI:Yu Jue
➢ Funding:
Zhejiang Province General Research Project
