Date of Award:

5-2017

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Instructional Technology and Learning Sciences

Committee Chair(s)

Brian R. Belland

Committee

Brian R. Belland

Committee

Andrew E. Walker

Committee

Jody Clarke-Midura

Committee

Cathy Maahs-Fladung

Committee

Steven P. Camicia

Abstract

The purpose of this multiple-paper dissertation is to identify students' several difficulties in Problem-based learning and to address these issues by suggesting the design of computer-based scaffolding. In addition, the effectiveness of suggested design was confirmed through meta-analysis and the empirical research. Learner-centered Scaffolding Systems (LSS) is presented to improve students' perception of optimal challenge by addressing students' learning issues in PBL. LSS enhances students' experience in autonomy and competence by providing multiple types, modalities, and customization of scaffolding in accordance with student' different needs and difficulties in PBL. Bayesian meta-analysis for identifying the effects of suggested LSS indicated that computer-based scaffolding significantly impacted (g = 0.385) cognitive outcomes in PBL for STEM education. In addition, the results showed the effects of each subcategory under scaffolding characteristics used in STEM education. Based on the research from conceptual and meta-analysis papers, the empirical research investigated the effect of two types of computer-based scaffolding on high school students' information literacy and argumentation skills in PBL with a scientific task. The several results in this dissertation indicated that individualized and just-in-time scaffolding can enhance student confidence and problem-solving skills to take on the ill-structured nature of PBL.

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