Scaffolding self-directed learning with personalized learning goal recommendations

  • Authors:

  • Tobias Ley;Barbara Kump;Cornelia Gerdenitsch

  • Affiliations:

  • Know-Center, Graz, Austria;Knowledge Management Institute, Graz University of Technology, Graz, Inffeldgasse 21a, Austria;Cognitive Science Section, University of Graz, Graz, Austria

  • Venue:
  • UMAP'10 Proceedings of the 18th international conference on User Modeling, Adaptation, and Personalization
  • Year:
  • 2010

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Abstract

Adaptive scaffolding has been proposed as an efficient means for supporting self-directed learning both in educational as well as in adaptive learning systems research However, the effects of adaptation on self-directed learning and the differential contributions of different adaptation models have not been systematically examined In this paper, we examine whether personalized scaffolding in the learning process improves learning We conducted a controlled lab study in which 29 students had to solve several tasks and learn with the help of an adaptive learning system in a within-subjects control condition design In the learning process, participants obtained recommendations for learning goals from the system in three conditions: fixed scaffolding where learning goals were generated from the domain model, personalized scaffolding where these recommendations were ranked according to the user model, and random suggestions of learning goals (control condition) Students in the two experimental conditions clearly outperformed students in the control condition and felt better supported by the system Additionally, students who received personalized scaffolding selected fewer learning goals than participants from the other groups.