ERIC Number: EJ1024263
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 262
A Framework for Designing Scaffolds that Improve Motivation and Cognition
Belland, Brian R.; Kim, ChanMin; Hannafin, Michael J.
Educational Psychologist, v48 n4 p243-270 2013
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.
Descriptors: Student Motivation, Scaffolding (Teaching Technique), Problem Based Learning, Computer Assisted Instruction, Learner Engagement, Emotional Response, Expectation, Personal Autonomy, Mastery Learning, Goal Orientation, Educational Strategies, Competition, Cooperative Learning, Academic Achievement, Cognitive Ability, Transfer of Training, Educational Psychology, Educational Objectives
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A