TY - JOUR
T1 - A Framework for Designing Scaffolds That Improve Motivation and Cognition
AU - Belland, Brian R.
AU - Kim, Chan Min
AU - Hannafin, Michael J.
N1 - Funding Information:
This article is partially supported by National Science Foundation Early CAREER grant 0953046 awarded to the first author. The views, opinions, and findings expressed are those of the authors and do not necessarily represent those of the Foundation.
PY - 2013/10
Y1 - 2013/10
N2 - A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b) problem-based learning and scaffolding as one way to help, (c) how scaffolding has strayed from what was originally equal parts motivational and cognitive support, and (d) a conceptual framework for the design of scaffolds that can enhance motivation as well as cognitive outcomes. We propose guidelines for the design of computer-based scaffolds to promote motivation and engagement while students are solving authentic problems. Remaining questions and suggestions for future research are then discussed.
AB - A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b) problem-based learning and scaffolding as one way to help, (c) how scaffolding has strayed from what was originally equal parts motivational and cognitive support, and (d) a conceptual framework for the design of scaffolds that can enhance motivation as well as cognitive outcomes. We propose guidelines for the design of computer-based scaffolds to promote motivation and engagement while students are solving authentic problems. Remaining questions and suggestions for future research are then discussed.
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U2 - 10.1080/00461520.2013.838920
DO - 10.1080/00461520.2013.838920
M3 - Article
AN - SCOPUS:84885905186
SN - 0046-1520
VL - 48
SP - 243
EP - 270
JO - Educational Psychologist
JF - Educational Psychologist
IS - 4
ER -