TY - JOUR
T1 - Effects of real-time adaptivity of scaffolding
T2 - Supporting pre-service mathematics teachers’ assessment skills in simulations
AU - Nickl, Michael
AU - Sommerhoff, Daniel
AU - Radkowitsch, Anika
AU - Huber, Sina A.
AU - Bauer, Elisabeth
AU - Ufer, Stefan
AU - Plass, Jan L.
AU - Seidel, Tina
N1 - Publisher Copyright:
© 2024 The Authors
PY - 2024/12
Y1 - 2024/12
N2 - Background: Scaffolding pre-service teachers' assessment process in video-based simulations can enhance their acquisition and refinement of assessment skills, for example, needed for accurate judgments of students' mathematical proof skills. Adapting this scaffolding to learners’ individual learning processes, for example, based on text data during the assessment process, brings potential for increased learning gains. Aims: In this study, we investigated the effectiveness of adaptive scaffolding based on real-time process data, specifically targeting pre-service mathematics teachers' assessment skills regarding students’ mathematical proof skills in geometry. Sample: Participants were 245 pre-service teachers. Methods: In a pre- and post-test, participants completed a video-based simulation to measure their assessment skills regarding students’ mathematical proof skills. During the intervention, participants were randomly assigned to complete the video-based simulation (i) without scaffolding, (ii) with non-adaptive scaffolding, or (iii) with adaptive scaffolding. Results: We did not find significant benefits of adaptive scaffolding in enhancing pre-service teachers’ judgment accuracy, aligning with prior research. For an in-depth analysis, we developed and applied a scheme to systematically validate design decisions for adaptive support. This scheme focuses on the selection and measurement of the source of adaptation and the employed support mechanisms. Applying this scheme pointed towards effects of adaptive scaffolding during the assessment process. Conclusions: This study highlights the need for proximal measures to describe learning in short interventions, explores the intricacies of adaptive scaffolding, such as overlapping with design-loop adaptivity or the accuracy of automated coding, and provides a scheme for an in-depth evaluation of the adaptivity of scaffolding.
AB - Background: Scaffolding pre-service teachers' assessment process in video-based simulations can enhance their acquisition and refinement of assessment skills, for example, needed for accurate judgments of students' mathematical proof skills. Adapting this scaffolding to learners’ individual learning processes, for example, based on text data during the assessment process, brings potential for increased learning gains. Aims: In this study, we investigated the effectiveness of adaptive scaffolding based on real-time process data, specifically targeting pre-service mathematics teachers' assessment skills regarding students’ mathematical proof skills in geometry. Sample: Participants were 245 pre-service teachers. Methods: In a pre- and post-test, participants completed a video-based simulation to measure their assessment skills regarding students’ mathematical proof skills. During the intervention, participants were randomly assigned to complete the video-based simulation (i) without scaffolding, (ii) with non-adaptive scaffolding, or (iii) with adaptive scaffolding. Results: We did not find significant benefits of adaptive scaffolding in enhancing pre-service teachers’ judgment accuracy, aligning with prior research. For an in-depth analysis, we developed and applied a scheme to systematically validate design decisions for adaptive support. This scheme focuses on the selection and measurement of the source of adaptation and the employed support mechanisms. Applying this scheme pointed towards effects of adaptive scaffolding during the assessment process. Conclusions: This study highlights the need for proximal measures to describe learning in short interventions, explores the intricacies of adaptive scaffolding, such as overlapping with design-loop adaptivity or the accuracy of automated coding, and provides a scheme for an in-depth evaluation of the adaptivity of scaffolding.
KW - Adaptivity
KW - Mathematical proof skills
KW - Pre-service teacher training
KW - Real-time process analysis
KW - Scaffolding
KW - Teacher assessment skills
UR - http://www.scopus.com/inward/record.url?scp=85201382684&partnerID=8YFLogxK
U2 - 10.1016/j.learninstruc.2024.101994
DO - 10.1016/j.learninstruc.2024.101994
M3 - Article
AN - SCOPUS:85201382684
SN - 0959-4752
VL - 94
JO - Learning and Instruction
JF - Learning and Instruction
M1 - 101994
ER -