The effectiveness of using procedural scaffoldings in a paper-plus-smartphone collaborative learning context

  • Authors:

  • Hui-Wen Huang;Chih-Wei Wu;Nian-Shing Chen

  • Affiliations:

  • Dept. of Information Management, Natl. Sun Yat-Sen University, 70 Lien-Hai Rd., Gu-San Dist., Kaohsiung 804, Taiwan;Dept. of Information Management, Natl. Sun Yat-Sen University, 70 Lien-Hai Rd., Gu-San Dist., Kaohsiung 804, Taiwan;Dept. of Information Management, Natl. Sun Yat-Sen University, 70 Lien-Hai Rd., Gu-San Dist., Kaohsiung 804, Taiwan

  • Venue:
  • Computers & Education
  • Year:
  • 2012

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Abstract

The purpose of this study was to evaluate the effectiveness of using procedural scaffoldings in fostering students' group discourse levels and learning outcomes in a paper-plus-smartphone collaborative learning context. All participants used built-in camera smartphones to learn new knowledge by scanning Quick Response (QR) codes, a type of two-dimensional barcode, embedded in paper-based learning materials in this study. Sixty undergraduate and graduate students enrolled at a four-year university in southern Taiwan participated in this study. Participants were randomly assigned into two different groups, using procedural scaffoldings learning and non-procedural scaffoldings learning. The learning unit about the Long Tail, an important concept used in products sales, was the learning task that participants were expected to complete. During the experiment, pretest-posttest and the completed group worksheets were used to collect data. The researchers applied content analyses, chi-square test, t-test, and ANCOVA to answer research questions. The findings indicated that participants in the experimental group using procedural scaffoldings achieved better learning outcomes than their counterparts in the control group in terms of group discourse levels, group learning, and individual learning.